'Oh yes, that is also reflection'—Using discursive psychology to describe how GP registrars construct reflection.
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| Title: | 'Oh yes, that is also reflection'—Using discursive psychology to describe how GP registrars construct reflection. |
|---|---|
| Authors: | Schaepkens, Sven P. C.1 (AUTHOR) s.schaepkens@erasmusmc.nl, de la Croix, Anne2 (AUTHOR), Veen, Mario1 (AUTHOR) |
| Source: | Medical Education. Mar2024, Vol. 58 Issue 3, p318-326. 9p. |
| Subject Terms: | *Focus groups, *Curriculum, *Ability, *Training, *Autonomy (Psychology), Hospital medical staff, Family medicine, Attitudes of medical personnel, Task performance, Psychosocial factors, Research funding, Reflection (Philosophy), Social psychology |
| Geographic Terms: | Netherlands |
| Abstract: | Introduction: Learners in medical education generally perceive that reflection is important, but they also find that reflection is not always valuable or practically applicable. We address the gap between the potential benefits of reflection and its practical implementation in medical education. We examined the perspective of Dutch GP registrars who (must) reflect for their GP specialty training to understand their participant perspective on reflection. Our aim is stimulating alignment between reflective activities that occur in a medical curriculum and the ideals of reflection as a valuable educational activity. Methods: We conducted, video‐recorded and transcribed seven focus group sessions with GP registrars in 2021 across two Dutch GP educational programmes. We used discursive psychology to analyse the focus group data by focusing on 'assessments of reflection'. We analysed their discursive features (how something was said) and content features (what was said) and related these to each other to understand how GP registrars construct reflection. Results: Participants constructed reflection with nuance; they combined negative and positive assessments that displayed varied orientations to reflection. First, their combined assessments showed complex orientations to norms and experiences with reflecting in practice and that these are not simply negative or positive. Second, GP registrars constructed reflection as a negotiable topic and showed how reflection and its value can be variably understood. Third, through combined assessments, they displayed an orientation to the integration of reflection with other educational tasks, which impacts its value. Conclusions: Generally, GP registrars speak positively about reflection, but the value of reflection partly depends on its proper integration with other educational tasks. When meaningful integration fails, activities to stimulate reflection can overshoot their own goal and hamper learner motivation to reflect. Developing a healthy 'reflection culture' could mitigate some challenges. Therein, reflection is treated as important while learners also have adequate autonomy. How practitioners construct reflection influences alignment between training ideals and reality. Here, Schaepkens et al. explore reflection in General Practice to reveal how nuance and complexity influence negotiations of its professional value. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 175388054 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 'Oh yes, that is also reflection'—Using discursive psychology to describe how GP registrars construct reflection. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schaepkens%2C+Sven+P%2E+C%2E%22">Schaepkens, Sven P. C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> s.schaepkens@erasmusmc.nl</i><br /><searchLink fieldCode="AR" term="%22de+la+Croix%2C+Anne%22">de la Croix, Anne</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Veen%2C+Mario%22">Veen, Mario</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Mar2024, Vol. 58 Issue 3, p318-326. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+medical+staff%22">Hospital medical staff</searchLink><br /><searchLink fieldCode="DE" term="%22Family+medicine%22">Family medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+of+medical+personnel%22">Attitudes of medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+psychology%22">Social psychology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction: Learners in medical education generally perceive that reflection is important, but they also find that reflection is not always valuable or practically applicable. We address the gap between the potential benefits of reflection and its practical implementation in medical education. We examined the perspective of Dutch GP registrars who (must) reflect for their GP specialty training to understand their participant perspective on reflection. Our aim is stimulating alignment between reflective activities that occur in a medical curriculum and the ideals of reflection as a valuable educational activity. Methods: We conducted, video‐recorded and transcribed seven focus group sessions with GP registrars in 2021 across two Dutch GP educational programmes. We used discursive psychology to analyse the focus group data by focusing on 'assessments of reflection'. We analysed their discursive features (how something was said) and content features (what was said) and related these to each other to understand how GP registrars construct reflection. Results: Participants constructed reflection with nuance; they combined negative and positive assessments that displayed varied orientations to reflection. First, their combined assessments showed complex orientations to norms and experiences with reflecting in practice and that these are not simply negative or positive. Second, GP registrars constructed reflection as a negotiable topic and showed how reflection and its value can be variably understood. Third, through combined assessments, they displayed an orientation to the integration of reflection with other educational tasks, which impacts its value. Conclusions: Generally, GP registrars speak positively about reflection, but the value of reflection partly depends on its proper integration with other educational tasks. When meaningful integration fails, activities to stimulate reflection can overshoot their own goal and hamper learner motivation to reflect. Developing a healthy 'reflection culture' could mitigate some challenges. Therein, reflection is treated as important while learners also have adequate autonomy. How practitioners construct reflection influences alignment between training ideals and reality. Here, Schaepkens et al. explore reflection in General Practice to reveal how nuance and complexity influence negotiations of its professional value. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/medu.15183 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 318 Subjects: – SubjectFull: Focus groups Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Ability Type: general – SubjectFull: Training Type: general – SubjectFull: Autonomy (Psychology) Type: general – SubjectFull: Hospital medical staff Type: general – SubjectFull: Family medicine Type: general – SubjectFull: Attitudes of medical personnel Type: general – SubjectFull: Task performance Type: general – SubjectFull: Psychosocial factors Type: general – SubjectFull: Research funding Type: general – SubjectFull: Reflection (Philosophy) Type: general – SubjectFull: Social psychology Type: general – SubjectFull: Netherlands Type: general Titles: – TitleFull: 'Oh yes, that is also reflection'—Using discursive psychology to describe how GP registrars construct reflection. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schaepkens, Sven P. C. – PersonEntity: Name: NameFull: de la Croix, Anne – PersonEntity: Name: NameFull: Veen, Mario IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 58 – Type: issue Value: 3 Titles: – TitleFull: Medical Education Type: main |
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