| Description |
1 online resource |
| Series |
Online access with DDA: Askews (Medicine)
|
| Contents |
<p>Acknowledgements xi</p> <p>About the Authors xiii</p> <p><b>Part I What is Reflection1</b></p> <p><b>1 Perspectives on Reflection 3</b></p> <p>Reflective Learning: Making a Difference -- Andrew Grant 3</p> <p>Start Early, Make it Routine -- Judy McKimm 5</p> <p>Some Challenges for Reflective Practice -- Fiona Murphy 7</p> <p>About the Book: Structure and Content Overview 8</p> <p><b>2 What is Reflection and Why Do We Do It11</b></p> <p>Why are Learners Required to Reflect11</p> <p>The Place of Reflection in Professional Development 13</p> <p>John Dewey's Contribution 15</p> <p>What can be Achieved by Reflection15</p> <p>Getting the Most Out of Reflection 16</p> <p>Summary 18</p> <p><b>3 Theoretical Underpinnings of Reflection 19</b></p> <p>Kolb 20</p> <p>Freire 20</p> <p>Applying and Integrating Learning Through Reflection 21</p> <p>Knowledge -- a Constantly-Changing Network 21</p> <p>Deep and Surface Approaches to Learning 22</p> <p>Reflection In Action, Reflection On Action -- Donald Schön 23</p> <p>The Uncertain World of Practice 24</p> <p>Emotional Content of Learning 24</p> <p>Summary 25</p> <p><b>4 Frameworks for Reflection 27</b></p> <p>Introduction 27</p> <p>Frameworks for Reflection 28</p> <p>Kolb: Learning from Experience 28</p> <p>Borton's Framework 29</p> <p>Rolfe's Framework for Reflexive Practice 30</p> <p>Gibbs: Learning by Doing 31</p> <p>Summary 35</p> <p><b>Part II Learning Reflection 37</b></p> <p><b>5 Reflecting in Practice 39</b></p> <p>Capturing and Describing the Experience 39</p> <p>'Less than a Minute' Techniques 40</p> <p>Voice Recordings 40</p> <p>The Reflective Selfie 40</p> <p>Emoticons 40</p> <p>Word Whips 41</p> <p>One to Five Minute Techniques 41</p> <p>The 'Three a Day' Technique 41</p> <p>The Credit Card Technique 41</p> <p>Time Limited 42</p> <p>Analysing the Experience 43</p> <p>Description: What Happened43</p> <p>Feelings: What Were You Thinking and Feeling44</p> <p>Evaluation: What Was Good and Bad About the Experience45</p> <p>Analysis: How Can I Make Sense of This Experience45</p> <p>Conclusion 47</p> <p>Action Plan 48</p> <p>Summary 49</p> <p><b>6 Writing Reflectively 51</b></p> <p>What is Reflective Writing51</p> <p>Different Types of Reflective Writing 51</p> <p>Creative Writing 52</p> <p>Analytical-Academic Reflective Writing 55</p> <p>Journal Writing 55</p> <p>Learning Outcomes 57</p> <p>Dialogical Writing 57</p> <p>Critical Incident Analysis 58</p> <p>Reflective Essay 59</p> <p>A Description of the Experience 60</p> <p>Interpretation and Analysis 60</p> <p>An Outcome 60</p> <p>Portfolio Writing 61</p> <p>Some Issues with Reflective Writing 61</p> <p>Summary 62</p> <p><b>7 Reflective Activities 63</b></p> <p>Types of Reflective Learning Activity 63</p> <p>Problem]Based Learning 63</p> <p>Case]Based Learning 65</p> <p>Supporting Reflective Learning 65</p> <p>Supervision 65</p> <p>Appraisal 66</p> <p>Coaching and Mentoring 66</p> <p>Coaching 68</p> <p>Mentoring 70</p> <p>Summary 70</p> <p><b>8 Reflection, Critical Thinking and Action Research 71</b></p> <p>Connecting Reflection and Knowledge Generation 71</p> <p>Connecting Reflection, Knowledge and Research through Critical Thinking 72</p> <p>1. Identifying and Challenging Assumptions 74</p> <p>Our Autobiography 74</p> <p>Our Patients' and Clients' Eyes 75</p> <p>Our Colleagues' Experiences 75</p> <p>Theoretical Literature 75</p> <p>2. Recognizing the Importance of Context 76</p> <p>Constructing 76</p> <p>Deconstructing 76</p> <p>Confronting 76</p> <p>Reconstructing 77</p> <p>3. Exploring and Imagining Alternatives 77</p> <p>4. Reflective Scepticism 78</p> <p>Action Research: Connecting Reflection, Knowledge and Critical Thinking 78</p> <p>Examples of Action Research 81</p> <p>Summary 82</p> <p><b>Part III Facilitating Reflection 83</b></p> <p><b>9 Teaching and Supporting Reflection 85</b></p> <p>Aims, Goals and Purpose 86</p> <p>Supporting Learners to Get Started as Reflective Learners 87</p> <p>Selecting the Right Method of Reflective Learning 88</p> <p>Using Learning Technologies to Enable Reflection 93</p> <p>Peer Learning 94</p> <p>Reflection as Part of Developing Professional Identity 95</p> <p>Evaluating Reflective Learning and Teaching 97</p> <p>Summary 98</p> <p><b>10 Assessing Reflection 99</b></p> <p>What Are You Looking For in Reflective Assessment100</p> <p>Marking Reflective Work -- a Cause of Potential Conflict 100</p> <p>Effects of Making Reflective Learning Compulsory 101</p> <p>Strategies to Discourage Students from Writing What They Think the Tutor Wants to Read or Will Gain Them Good Marks 102</p> <p>Creating a Robust, Defensible Assessment for Your Students' Reflective Work 104</p> <p>Ensuring Robust, Valid, Reliable Assessment 105</p> <p>Summary 107</p> <p><b>Part IV Developing as a Reflective Practitioner 109</b></p> <p><b>11 The Role of Reflection in Developing Professional Identity 111</b></p> <p>How Does Reflective Practice Form Professional Identity112</p> <p>How Can Reflection Be Challenging to Professional Identity113</p> <p>Self Theories, PIF and Reflective Practice 114</p> <p>How Can Guided Reflection Be Challenging Without Being Threatening116</p> <p>Summary 117</p> <p><b>12 Reflection, Revalidation and Appraisal 119</b></p> <p>Adult Learning -- Andragogy 119</p> <p>1. The Need to Know 120</p> <p>2. The Learners' Self-Concept 120</p> <p>3. The Role of the Learners' Experiences 121</p> <p>4. Readiness to Learn 121</p> <p>5. Orientations to Learning 121</p> <p>6. Motivation 121</p> <p>Maximizing Learning Return on Effort 122</p> <p>A Curriculum Based on Your Experience 123</p> <p>Learning that is Intrinsically Rewarding 125</p> <p>Keeping a Record for CPD, Appraisal and Revalidation 126</p> <p>Demonstrating Learning and Development over Time 127</p> <p>Summary 128</p> <p>References and Resources 129</p> <p>References 129</p> <p>Further Resources 135</p> <p>Index 137</p> |
|
Machine generated contents note: 1. Perspectives on Reflection -- Reflective Learning: Making a Difference -- Start Early, Make it Routine / Andrew Grant -- Some Challenges for Reflective Practice / Judy McKimm -- About the Book: Structure and Content Overview / Fiona Murphy -- 2. What is Reflection and Why Do We Do It? / Fiona Murphy -- Why are Learners Required to Reflect? / Fiona Murphy -- Place of Reflection in Professional Development / Fiona Murphy -- John Dewey's Contribution / Fiona Murphy -- What Can Be Achieved by Reflection? / Fiona Murphy -- Getting the Most Out of Reflection / Fiona Murphy -- Summary / Fiona Murphy -- 3. Theoretical Underpinnings of Reflection / Fiona Murphy -- Kolb / Fiona Murphy -- Freire / Fiona Murphy -- Applying and Integrating Learning Through Reflection / Fiona Murphy -- Knowledge -- a Constantly-Changing Network / Fiona Murphy -- Deep and Surface Approaches to Learning / Fiona Murphy -- Reflection In Action, Reflection On Action / Fiona Murphy -- Uncertain World of Practice / Donald Schein -- Emotional Content of Learning / Donald Schein -- Summary / Donald Schein -- 4. Frameworks for Reflection / Donald Schein -- Introduction / Donald Schein -- Frameworks for Reflection / Donald Schein -- Kolb: Learning from Experience / Donald Schein -- Borton's Framework / Donald Schein -- Rolfe's Framework for Reflexive Practice / Donald Schein -- Gibbs: Learning by Doing / Donald Schein -- Summary / Donald Schein -- 5. Reflecting in Practice / Donald Schein -- Capturing and Describing the Experience / Donald Schein -- 'Less than a Minute' Techniques / Donald Schein -- Voice Recordings / Donald Schein -- Reflective Selfie / Donald Schein -- Emoticons / Donald Schein -- Word Whips / Donald Schein -- One to Five Minute Techniques / Donald Schein -- 'Three a Day' Technique / Donald Schein -- Credit Card Technique / Donald Schein -- Time Limited / Donald Schein -- Analysing the Experience / Donald Schein -- Description: What Happened? / Donald Schein -- Feelings: What Were You Thinking and Feeling? / Donald Schein -- Evaluation: What Was Good and Bad About the Experience? / Donald Schein -- Analysis: How Can I Make Sense of This Experience? / Donald Schein -- Conclusion / Donald Schein -- Action Plan / Donald Schein -- Summary / Donald Schein -- 6. Writing Reflectively / Donald Schein -- What is Reflective Writing? / Donald Schein -- Different Types of Reflective Writing / Donald Schein -- Creative Writing / Donald Schein -- Analytical-Academic Reflective Writing / Donald Schein -- Journal Writing / Donald Schein -- Learning Outcomes / Donald Schein -- Dialogical Writing / Donald Schein -- Critical Incident Analysis / Donald Schein -- Reflective Essay / Donald Schein -- Description of the Experience / Donald Schein -- Interpretation and Analysis / Donald Schein -- Outcome / Donald Schein -- Portfolio Writing / Donald Schein -- Some Issues with Reflective Writing / Donald Schein -- Summary / Donald Schein -- 7. Reflective Activities / Donald Schein -- Types of Reflective Learning Activity / Donald Schein -- Problem-Based Learning / Donald Schein -- Case-Based Learning / Donald Schein -- Supporting Reflective Learning / Donald Schein -- Supervision / Donald Schein -- Appraisal / Donald Schein -- Coaching and Mentoring / Donald Schein -- Coaching / Donald Schein -- Mentoring / Donald Schein -- Summary / Donald Schein -- 8. Reflection, Critical Thinking and Action Research / Donald Schein -- Connecting Reflection and Knowledge Generation / Donald Schein -- Connecting Reflection, Knowledge and Research through Critical Thinking / Donald Schein -- 1. Identifying and Challenging Assumptions / Donald Schein -- Our Autobiography / Donald Schein -- Our Patients' and Clients' Eyes / Donald Schein -- Our Colleagues' Experiences / Donald Schein -- Theoretical Literature / Donald Schein -- 2. Recognizing the Importance of Context / Donald Schein -- Constructing / Donald Schein -- Deconstructing / Donald Schein -- Confronting / Donald Schein -- Reconstructing / Donald Schein -- 3. Exploring and Imagining Alternatives / Donald Schein -- 4. Reflective Scepticism / Donald Schein -- Action Research: Connecting Reflection, Knowledge and Critical Thinking / Donald Schein -- Examples of Action Research / Donald Schein -- Summary / Donald Schein -- 9. Teaching and Supporting Reflection / Donald Schein -- Aims, Goals and Purpose / Donald Schein -- Supporting Learners to Get Started as Reflective Learners / Donald Schein -- Selecting the Right Method of Reflective Learning / Donald Schein -- Using Learning Technologies to Enable Reflection / Donald Schein -- Peer Learning / Donald Schein -- Reflection as Part of Developing Professional Identity / Donald Schein -- Evaluating Reflective Learning and Teaching / Donald Schein -- Summary / Donald Schein -- 10. Assessing Reflection / Donald Schein -- What Are You Looking For in Reflective Assessment? / Donald Schein -- Marking Reflective Work -- a Cause of Potential Conflict / Donald Schein -- Effects of Making Reflective Learning Compulsory / Donald Schein -- Strategies to Discourage Students from Writing What They Think / Donald Schein -- Tutor Wants to Read or Will Gain Them Good Marks / Donald Schein -- Creating a Robust, Defensible Assessment for Your Students' Reflective Work / Donald Schein -- Ensuring Robust, Valid, Reliable Assessment / Donald Schein -- Summary / Donald Schein -- 11. Role of Reflection in Developing Professional Identity / Donald Schein -- How Does Reflective Practice Form Professional Identity? / Donald Schein -- How Can Reflection Be Challenging to Professional Identity? / Donald Schein -- Self Theories, PIF and Reflective Practice / Donald Schein -- How Can Guided Reflection Be Challenging Without Being Threatening? / Donald Schein -- Summary / Donald Schein -- 12. Reflection, Revalidation and Appraisal / Donald Schein -- Adult Learning -- Andragogy / Donald Schein -- 1. Need to Know / Donald Schein -- 2. Learners' Self-Concept / Donald Schein -- 3. Role of the Learners' Experiences / Donald Schein -- 4. Readiness to Learn / Donald Schein -- 5. Orientations to Learning / Donald Schein -- 6. Motivation / Donald Schein -- Maximizing Learning Return on Effort / Donald Schein -- Curriculum Based on Your Experience / Donald Schein -- Learning that is Intrinsically Rewarding / Donald Schein -- Keeping a Record for CPD, Appraisal and Revalidation / Donald Schein -- Demonstrating Learning and Development over Time / Donald Schein -- Summary / Donald Schein -- References / Donald Schein -- Further Resources / Donald Schein |
| Summary |
"The ability to reflect on practice is a fundamental component of effective medical practice. In a sector increasingly focused on professionalism and patient-centred care, Developing Reflective Practice is a timely publication providing practical guidance on how to acquire the reflective skills necessary to become a successful clinician. This new title draws from a wide range of theoretical and practical multidisciplinary perspectives to assist students, practitioners and educators in embedding reflection in everyday activities. It also offers structures and ideas for more purposeful and meaningful formal reflections and professional development. Developing Reflective Practice: Focuses on the developing practitioner and their lifelong learning and the development of professional identity through reflection Provides practical how-to information for students, practitioners and educators, including realistic case examples and practice-based hints and tips Examines and explains the theoretical and conceptual approaches to reflective practice, including its models and frameworks"--Provided by publisher |
| Notes |
Includes index |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record and CIP data provided by publisher |
| Subject |
Critical thinking.
|
|
Medicine -- Practice.
|
|
Medicine -- Philosophy.
|
|
Thought and thinking.
|
|
Learning.
|
|
Professional Practice
|
|
Thinking
|
|
Philosophy, Medical
|
|
Learning
|
|
thinking.
|
|
HEALTH & FITNESS -- Holism.
|
|
HEALTH & FITNESS -- Reference.
|
|
MEDICAL -- Alternative Medicine.
|
|
MEDICAL -- Atlases.
|
|
MEDICAL -- Essays.
|
|
MEDICAL -- Family & General Practice.
|
|
MEDICAL -- Holistic Medicine.
|
|
MEDICAL -- Osteopathy.
|
|
Thought and thinking
|
|
Learning
|
|
Critical thinking
|
|
Medicine -- Philosophy
|
|
Medicine -- Practice
|
|
Health and Wellbeing.
|
| Form |
Electronic book
|
| Author |
McKimm, Judy, author.
|
|
Murphy, Fiona, author.
|
| LC no. |
2017014337 |
| ISBN |
9781119064756 |
|
1119064759 |
|
9781119064763 |
|
1119064767 |
|
