Fostering appropriate reflective learning in an undergraduate radiography course

John Frederick Hamilton, Ruth Druva

Research output: Contribution to journalArticleResearchpeer-review

5 Citations (Scopus)

Abstract

Reflective learning is an important feature of many radiography courses. Writing tasks are used both to promote and monitor student reflective learning. However, students may not always fully understand the rationale behind this form of learning, nor have clear expectations about the writing required. This paper reports on an intervention to address issues identified in student reflective writing tasks based on clinical experiences. Lecturers noted a lack of depth in student observations and tendency to express criticism in a judgemental and self-righteous tone. In response to this, a workshop was developed to prepare students for reflective learning and to develop their awareness and skills in the reflective writing process. Potential areas of difficulty in reflective learning are considered in this article, as well as how to promote a critical perspective while also encouraging students to maintain a positive regard for the patients, practitioners and institutions that enable them to learn on clinical placement.
Original languageEnglish
Pages (from-to)339 - 345
Number of pages7
JournalRadiography
Volume16
Issue number4
DOIs
Publication statusPublished - 2010

Cite this

Hamilton, John Frederick ; Druva, Ruth. / Fostering appropriate reflective learning in an undergraduate radiography course. In: Radiography. 2010 ; Vol. 16, No. 4. pp. 339 - 345.
@article{8eccd3e2c287428792b2ee581787a737,
title = "Fostering appropriate reflective learning in an undergraduate radiography course",
abstract = "Reflective learning is an important feature of many radiography courses. Writing tasks are used both to promote and monitor student reflective learning. However, students may not always fully understand the rationale behind this form of learning, nor have clear expectations about the writing required. This paper reports on an intervention to address issues identified in student reflective writing tasks based on clinical experiences. Lecturers noted a lack of depth in student observations and tendency to express criticism in a judgemental and self-righteous tone. In response to this, a workshop was developed to prepare students for reflective learning and to develop their awareness and skills in the reflective writing process. Potential areas of difficulty in reflective learning are considered in this article, as well as how to promote a critical perspective while also encouraging students to maintain a positive regard for the patients, practitioners and institutions that enable them to learn on clinical placement.",
author = "Hamilton, {John Frederick} and Ruth Druva",
year = "2010",
doi = "10.1016/j.radi.2010.03.005",
language = "English",
volume = "16",
pages = "339 -- 345",
journal = "Radiography",
issn = "1078-8174",
publisher = "W.B. Saunders",
number = "4",

}

Fostering appropriate reflective learning in an undergraduate radiography course. / Hamilton, John Frederick; Druva, Ruth.

In: Radiography, Vol. 16, No. 4, 2010, p. 339 - 345.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Fostering appropriate reflective learning in an undergraduate radiography course

AU - Hamilton, John Frederick

AU - Druva, Ruth

PY - 2010

Y1 - 2010

N2 - Reflective learning is an important feature of many radiography courses. Writing tasks are used both to promote and monitor student reflective learning. However, students may not always fully understand the rationale behind this form of learning, nor have clear expectations about the writing required. This paper reports on an intervention to address issues identified in student reflective writing tasks based on clinical experiences. Lecturers noted a lack of depth in student observations and tendency to express criticism in a judgemental and self-righteous tone. In response to this, a workshop was developed to prepare students for reflective learning and to develop their awareness and skills in the reflective writing process. Potential areas of difficulty in reflective learning are considered in this article, as well as how to promote a critical perspective while also encouraging students to maintain a positive regard for the patients, practitioners and institutions that enable them to learn on clinical placement.

AB - Reflective learning is an important feature of many radiography courses. Writing tasks are used both to promote and monitor student reflective learning. However, students may not always fully understand the rationale behind this form of learning, nor have clear expectations about the writing required. This paper reports on an intervention to address issues identified in student reflective writing tasks based on clinical experiences. Lecturers noted a lack of depth in student observations and tendency to express criticism in a judgemental and self-righteous tone. In response to this, a workshop was developed to prepare students for reflective learning and to develop their awareness and skills in the reflective writing process. Potential areas of difficulty in reflective learning are considered in this article, as well as how to promote a critical perspective while also encouraging students to maintain a positive regard for the patients, practitioners and institutions that enable them to learn on clinical placement.

UR - http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WPP-4YYGPW1-1&_user=542840&_coverDate=04%2F28%2F2010&_alid=1398484140&_rdoc=1&_fmt=high&_or

U2 - 10.1016/j.radi.2010.03.005

DO - 10.1016/j.radi.2010.03.005

M3 - Article

VL - 16

SP - 339

EP - 345

JO - Radiography

JF - Radiography

SN - 1078-8174

IS - 4

ER -