First year specialists trainees engagement with reflective practice in the e-portfolio

H. McNeill, J. Brown, D. Graham, K. Begg, A. Haig, N J Shaw

    Research output: Contribution to conferencePaper

    Abstract

    Background: Doctors in specialist training posts in the Mersey Deanery are required to complete an e-portfolio to document their competence and to stimulate reflection on their experiences. This study explores how they engage in reflective practice and in particular how they utilise their learning portfolio to document evidence of this. Summary of work: Thirty participants consented. A modified Delphi technique was used to develop a grading system to score levels of reflection. Transcripts of the reflective entries were then analysed using a qualitative approach which involved coding and categorising the data. Summary of results: The level of reflection scores showed a wide variation in both the quantity and quality of reflection. Of particular note in the qualitative data analysis were themes relating to clinical knowledge and skills, learning in practice, communication, feelings, types of learning experience reflected on and wider aspects of medical practice. Conclusion: Further research is needed to explore factors that enable or inhibit the use of the e-portfolio for reflection and whether recorded reflection is a true picture of the cognitive process involved. Take-home message: There is variation in the extent to which doctors both engage in and document evidence of reflection.
    Original languageEnglish
    Publication statusPublished - 2008
    EventAssociation for Medical Education in Europe (AMEE) Conference - Prague, Czech Republic
    Duration: 30 Aug 20083 Sep 2008

    Conference

    ConferenceAssociation for Medical Education in Europe (AMEE) Conference
    CountryCzech Republic
    CityPrague
    Period30/08/083/09/08

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    Learning
    Delphi Technique
    Clinical Competence
    Mental Competency
    Emotions
    Communication
    Research

    Cite this

    McNeill, H., Brown, J., Graham, D., Begg, K., Haig, A., & Shaw, N. J. (2008). First year specialists trainees engagement with reflective practice in the e-portfolio. Paper presented at Association for Medical Education in Europe (AMEE) Conference, Prague, Czech Republic.
    McNeill, H. ; Brown, J. ; Graham, D. ; Begg, K. ; Haig, A. ; Shaw, N J. / First year specialists trainees engagement with reflective practice in the e-portfolio. Paper presented at Association for Medical Education in Europe (AMEE) Conference, Prague, Czech Republic.
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    title = "First year specialists trainees engagement with reflective practice in the e-portfolio",
    abstract = "Background: Doctors in specialist training posts in the Mersey Deanery are required to complete an e-portfolio to document their competence and to stimulate reflection on their experiences. This study explores how they engage in reflective practice and in particular how they utilise their learning portfolio to document evidence of this. Summary of work: Thirty participants consented. A modified Delphi technique was used to develop a grading system to score levels of reflection. Transcripts of the reflective entries were then analysed using a qualitative approach which involved coding and categorising the data. Summary of results: The level of reflection scores showed a wide variation in both the quantity and quality of reflection. Of particular note in the qualitative data analysis were themes relating to clinical knowledge and skills, learning in practice, communication, feelings, types of learning experience reflected on and wider aspects of medical practice. Conclusion: Further research is needed to explore factors that enable or inhibit the use of the e-portfolio for reflection and whether recorded reflection is a true picture of the cognitive process involved. Take-home message: There is variation in the extent to which doctors both engage in and document evidence of reflection.",
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    year = "2008",
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    McNeill, H, Brown, J, Graham, D, Begg, K, Haig, A & Shaw, NJ 2008, 'First year specialists trainees engagement with reflective practice in the e-portfolio', Paper presented at Association for Medical Education in Europe (AMEE) Conference, Prague, Czech Republic, 30/08/08 - 3/09/08.

    First year specialists trainees engagement with reflective practice in the e-portfolio. / McNeill, H.; Brown, J.; Graham, D.; Begg, K.; Haig, A.; Shaw, N J.

    2008. Paper presented at Association for Medical Education in Europe (AMEE) Conference, Prague, Czech Republic.

    Research output: Contribution to conferencePaper

    TY - CONF

    T1 - First year specialists trainees engagement with reflective practice in the e-portfolio

    AU - McNeill, H.

    AU - Brown, J.

    AU - Graham, D.

    AU - Begg, K.

    AU - Haig, A.

    AU - Shaw, N J

    PY - 2008

    Y1 - 2008

    N2 - Background: Doctors in specialist training posts in the Mersey Deanery are required to complete an e-portfolio to document their competence and to stimulate reflection on their experiences. This study explores how they engage in reflective practice and in particular how they utilise their learning portfolio to document evidence of this. Summary of work: Thirty participants consented. A modified Delphi technique was used to develop a grading system to score levels of reflection. Transcripts of the reflective entries were then analysed using a qualitative approach which involved coding and categorising the data. Summary of results: The level of reflection scores showed a wide variation in both the quantity and quality of reflection. Of particular note in the qualitative data analysis were themes relating to clinical knowledge and skills, learning in practice, communication, feelings, types of learning experience reflected on and wider aspects of medical practice. Conclusion: Further research is needed to explore factors that enable or inhibit the use of the e-portfolio for reflection and whether recorded reflection is a true picture of the cognitive process involved. Take-home message: There is variation in the extent to which doctors both engage in and document evidence of reflection.

    AB - Background: Doctors in specialist training posts in the Mersey Deanery are required to complete an e-portfolio to document their competence and to stimulate reflection on their experiences. This study explores how they engage in reflective practice and in particular how they utilise their learning portfolio to document evidence of this. Summary of work: Thirty participants consented. A modified Delphi technique was used to develop a grading system to score levels of reflection. Transcripts of the reflective entries were then analysed using a qualitative approach which involved coding and categorising the data. Summary of results: The level of reflection scores showed a wide variation in both the quantity and quality of reflection. Of particular note in the qualitative data analysis were themes relating to clinical knowledge and skills, learning in practice, communication, feelings, types of learning experience reflected on and wider aspects of medical practice. Conclusion: Further research is needed to explore factors that enable or inhibit the use of the e-portfolio for reflection and whether recorded reflection is a true picture of the cognitive process involved. Take-home message: There is variation in the extent to which doctors both engage in and document evidence of reflection.

    M3 - Paper

    ER -

    McNeill H, Brown J, Graham D, Begg K, Haig A, Shaw NJ. First year specialists trainees engagement with reflective practice in the e-portfolio. 2008. Paper presented at Association for Medical Education in Europe (AMEE) Conference, Prague, Czech Republic.