MEMFASILITASI KEMAMPUAN REFLEKSI DIRI MAHASISWA KEDOKTERAN: APA DAN BAGAIMANA?

https://doi.org/10.22146/jpki.65660

Dwita Oktaria(1), Dian Puspita Sari(2*), Diantha Soemantri(3), Nadia Greviana(4)

(1) Departemen Pendidikan Kedokteran, Fakultas Kedokteran Universitas Lampung, Bandar Lampung – INDONESIA
(2) Faculty of Medicine, Universitas Mataram
(3) Departemen Pendidikan Kedokteran, Fakultas Kedokteran Universitas Indonesia, Jakarta – INDONESIA Medical Education Center (MedEC), Indonesian Medical Education and Research Institute (IMERI), Fakultas Kedokteran Universitas Indonesia, Jakarta – INDONESIA
(4) Departemen Pendidikan Kedokteran, Fakultas Kedokteran Universitas Indonesia, Jakarta – INDONESIA Medical Education Center (MedEC), Indonesian Medical Education and Research Institute (IMERI), Fakultas Kedokteran Universitas Indonesia, Jakarta – INDONESIA
(*) Corresponding Author

Abstract


Background: Self-reflection skill is essential for doctors to develop professional attitudes, therapeutic relationships between doctor-patient, and lifelong learning. Self-reflection needs to be developed during medical study in a structured and systematic manner, either in a professionalism course or other learning opportunities.

Gaps: Reflective learning in medical education often only focuses on improving the understanding of professionalism rather than developing students' self-reflection skills. In addition, the opportunity to conduct self-reflection in the curriculum is still limited, and assessment of reflection ability is challenging. There are doubts as to whether self-reflection needs to be assessed.

Recommendation:  The opportunity to conduct guided self-reflection needs to be allocated in a structured manner in the curriculum to develop learners’ reflection skills. The strategy to develop self-reflection skills involves a series of educational interventions, including providing guidance and feedback on reflection and ensuring that students' self-reflection is assessed. Reflections on feedback obtained within the learning process can help students to take advantage of the feedback provided, develop self-assessment skills, and improve their performance. In assessing reflection, educators need to consider the time, approach, and purpose of assessment and ensure that the focus is on learners’ ability to self-reflect. Self-reflection needs to be cultivated by creating a conducive environment. The process of mentoring and providing constructive feedback is essential in building reflective dialogue with students to increase students’ motivation to reflect.


Keywords


self-reflection, reflective learning, professionalism, feedback, reflection assessment

Full Text:

PDF


References

  1. Hodges BD, Ginsburg S, Cruess R, et al: Assessment of professionalism: recommendations for the Ottawa 2010 Conference, Medical Teacher. 2011; 33(5):354–63
  2. Cruess SR dan Cruess RL. Teaching Professionalism- Why, What, and How. FVV in Obgyn. 2012; 4(4): 259-65
  3. Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D. Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25. Medical Teacher [Internet]. 2013 Jul 5;35(7):e1252–66. Available from: http://www.tandfonline.com/doi/full/10.3109/0142159X.2013.789132
  4. Sandars J. The use of reflection in medical education: AMEE Guide no. 44. Medical Teacher. 2009; 31: 685-95
  5. Nguyen QD, Fernandez N, Karsenti T, Charlin B. What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model. Medical Education. 2014; 48: 1176-89
  6. Aronson L. Twelve tips for teaching reflection at all levels of medical education. Medical Teacher. 2011; 33: 200-5
  7. Uygur J, Stuart E, Paor M De, Wallace E, Duffy S, Shea MO, et al. A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51 BEME GUIDE A Best Evidence in Medical Education systematic review to determine the mos. Medical Teacher [Internet]. 2019;41(1):3–16. Available from: https://doi.org/10.1080/0142159X.2018.1505037
  8. Al-eraky MM. Twelve Tips for teaching medical professionalism at all levels of medical education. Medical Teacher. 2015; 37:1018–25.
  9. Kolb DA, Fry R. Towards an applied theory of experiential learning, in Cooper, C L (ed) Theories of Group Processes, London: John Wiley, 1975; pp33-58
  10. Quinton S, Smallbone T. Feeding forward: using feedback to promote student reflection and learning – a teaching model, Innovations in Education and Teaching International. 2010; 47:1, 125-35, DOI: 10.1080/14703290903525911
  11. Stewart S, Richardson B. Reflection and its place in the curriculum on an undergraduate course: Should it be assessed?. Assessment & Evaluation in Higher Education. 2000; 25:4, 369-380, DOI: 10.1080/713611443
  12. O’Sullivan H, van Mook W, Fewtrell R, Wass V. Integrating professionalism into the curriculum: AMEE Guide No. 61. Medical Teacher [Internet]. 2012;34(2): e64–77. Available from: http://www.tandfonline.com/doi/full/10.3109/0142159X.2012.655610
  13. Pamungkasari, EP. Kumara A. Armis. Emilia, O. Pengembangan model pembelajaran reflektif untuk program studi profesi dokter: Enam langkah pembelajaran reflektif klinik. The Indonesian Journal of Medical Education. 2017; 6(3): 153-62
  14. Boud, D. Keogh, R. Walker, D. Reflection: turning experience into learning. London; Kogan Page. 1996
  15. Gibbs G. Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Centre for Staff and Learning Development; 1988.
  16. Aronson L, Niehaus B, Lindow J, Robertson PA, Sullivan PSO. Development and pilot testing of a reflective learning guide for medical education. Medical Teacher. 2011;(415):515–21.
  17. Marshall T. International and multidisciplinary perspectives the concept of reflection: a systematic review and thematic synthesis across professional contexts. Reflective Practice [Internet]. 2019;20(3):396–415. Available from: https://doi.org/10.1080/14623943.2019.1622520
  18. Mann K, Gordon J, Macleod A. Reflection and reflective practice in health professions education: a systematic review. Advances in Health Sciences Education.2009;595–621.
  19. Aronson L, Niehaus B, Hill-sakurai L, Lai C, Sullivan PSO. reflection A comparison of two methods of teaching reflective ability in Year 3 medical students. Medical Education. 2012;46:807–14.
  20. Reis SP, Wald HS, Monroe AD, Borkan JM. Patient education and counseling begin the BEGAN (The Brown Educational Guide to the Analysis of Narrative) – A framework for enhancing educational impact of faculty feedback to students’ reflective writing. Patient Education and Counselling [Internet]. 2010;80(2):253–9. Available from: http://dx.doi.org/10.1016/j.pec.2009.11.014
  21. Bing-You RG, Trowbridge RL. Why medical educators may be failing at feedback. JAMA. 2009. 302(12):1330-1.
  22. Sargeant J, Watling C. Instructional feedback in medical education. In: The Cambridge Handbook of Instructional Feedback. Ed Lipnevuch AA, Smith JK. Cambridge University Press. 2018.
  23. Nicol DJ, Macfarlane‐Dick D. Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education. 2006; 31(2): 199–218. doi:10.1080/03075070600572090
  24. Bhattarai MD. ABCDEFG IS – The principle of Constructive Feedback. JNMA. 2007; 46(167): 151-6
  25. Ramani S. Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher. 2012; 34: 787-91
  26. Winstone NE, Nash RA, Rowntree J, Parker M. ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience, Studies in Higher Education, 2017; 42(11): 2026-41, DOI: 10.1080/03075079.2015.1130032
  27. Pee B, Woodman T, Fry H, Davenport ES. Appraising and assessing reflection in students’ writing on a structured worksheet. Medical Education. 2002; 36: 575-85
  28. Koole S, Dornan T, Aper L, Scherpbier A, Valcke M, Cohen-Schotanus J, Derese A. Factors confounding the assessment of reflection: a critical review. BMC Medical Education. 2011; 11: 104
  29. Tsingos C, Bosnic-Anticevich S, Lonie JM, Smith L. A model for assessing reflective practices in pharmacy education. American Journal of Pharmaceutical Education. 2015;79(8): Article 124
  30. Plack MM, Driscoll M, Blisset S, McKenna R, Plack TP. A method for assessing reflective journal writing. Journal of Allied Health. 2005; 34: 199-208
  31. Soemantri D, Mccoll G, Dodds A. Measuring medical students' reflection on their learning: modification and validation of the motivated strategies for learning questionnaire (MSLQ). BMC Medical Education. 2018; 18: 274
  32. Kember D, McKay J, Sinclair K, Wong FKY. A four-category scheme for coding and assessing the level of reflection in written work. Assessment and Evaluation in Higher Education. 2008; 33(4): 369-79
  33. Wald HS, Borkan JM, Taylor JS, Anthony D, Reis SP. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing. Academic Medicine. 2012; 87(1): 41-50
  34. Koole S, Dornan T, Aper L, De Wever B, Scherpbier A, Valcke M et al. Using video-cases to assess student reflection: Development and validation of an instrument. BMC Medical Education. 2012; 12: 22
  35. O’Sullivan P, Aronson L, Chittenden E, Niehaus B, Learman L. Reflective ability rubric and user guide. MedEdPORTAL; 2010. Available from:www.mededportal.org ID 8133, diakses pada Maret 8, 2021, https://www.mededportal.org/doi/10.15766/mep_2374-8265.8133



DOI: https://doi.org/10.22146/jpki.65660

Article Metrics

Abstract views : 3449 | views : 4341

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Dian Puspita Sari, Dwita Oktaria, Diantha Soemantri, Nadia Greviana

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats