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首页> 外文期刊>Advances in health sciences education: theory and practice >A study of critical reflection in health professional education: 'learning where others are coming from'
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A study of critical reflection in health professional education: 'learning where others are coming from'

机译：卫生专业教育中批判性反思的研究：“学习他人的来历”

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A dominant focus of clinical education for health professional students is experiential learning through an apprentice model where students are exposed to a range of clinical scenarios and conditions through observation initially, and then through supervised clinical practice. However experiential learning may not be enough to meet the need for health professionals to be flexible, self-aware and understanding of alternative perspectives or 'where other people are coming from.' Critical reflection skills are recognised as a way of thinking and a process for analysing practice, that enables learning from, and redeveloping professional practice in an ongoing way. This paper describes and examines the effect of a three hour per week, six week critical reflection program, grounded in knowledge paradigms of postmodernism, reflexivity and critical theory, on third year undergraduate physiotherapy students' experience of their first clinical placements. The theoretical basis of the program provides a potential bridge with which to link and broaden the established framework of clinical reasoning theories. Within the program, students' critical reflection discourse focused on notions of power, hierarchies, connecting with others and relationships. Their feedback about the effects of the program highlighted themes of validation and sharing; a break in clinical performance and a broadening of their spheres of knowledge. These themes resonated with students' overall experiences of learning in clinical placements and provide some evidence for the inclusion of critical reflection as a valid and worthwhile component of early clinical education.
机译：卫生专业学生临床教育的主要重点是通过学徒模式进行体验式学习，在该模型中，学生首先要通过观察，然后通过有监督的临床实践来接触各种临床情况和条件。然而，体验式学习可能不足以满足卫生专业人员灵活，自我意识和对替代观点或“其他人来自何处”的理解的需求。批判性反思能力被认为是一种思维方式和一种分析实践的过程，可以使人们不断学习专业实践并对其进行重新开发。本文描述并研究了以后现代主义，反思性和批判理论为基础的每周三小时，六周的批判性反思计划对三年级本科理疗生首次临床实习的影响。该程序的理论基础提供了一个潜在的桥梁，通过该桥梁可以链接和拓宽临床推理理论的已建立框架。在该计划中，学生的批判性反思演讲集中于权力，等级制度，与他人联系和关系的概念。他们对计划效果的反馈突出了验证和共享的主题。临床表现的突破和知识领域的拓宽。这些主题与学生在临床实习中学习的整体经历产生了共鸣，并为将批判性反思纳入早期临床教育的有效和有价值的部分提供了一些证据。

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