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

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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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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.