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Developing the reflective professional: medical students' use of resources and patterns of learning Project lead: Dr Peter Dangerfield Researcher: Tünde Varga-Atkins Participant student groups: 1st year Abstract This project builds on a previous CEDP Fellowship award (entitled 'Writing and reflecting: exploring the use of wikis and online peers assessment tools to promote the personal and professional development of undergraduate medical students') which explored how students interacted and shared their findings and resources between face-to-face PBL sessions. This presentation reports on project findings which focused on the process of how students research and evaluate their learning objectives. Through the introduction of online tools in the PBL process, the project examined the potential of a social bookmarking tool, Diigo, in supporting the development of students' reflective practice.
Citation preview
Developing the reflective professional:
medical students' use of resources and patterns of learning
11th May 2010CETL seminar presentation
Peter DangerfieldTünde Varga-Atkins
Ian EllisLouis Vitone
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Initial project 2007-8
Current project 2009-10
Aims
Methods
Findings
Social bookmarking
Conclusion
Session outline
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Publications – previous project
•Developing professionalism through the use of wikis: a study with first-year undergraduate medical students. Medical Teacher 32(10), October. 2010
•HEA MEDEV subject centre newsletter. Spring 2010. (Issue 21) Using wikis
to promote the personal and professional development of undergraduate
medical students: a report for the CETL in Developing Professionalism
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Introduced use of wikis in PBL context –enhance learning?
Students welcomed sharing resources.
Interacting in (‘formal’) online spaces contributed to a development of professionalism.
First project: using wikis in PBL
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Conclusions
5
Students were less familiar with the technology than expected.
Students were not confident posting in a large group wiki – importance of trust (expressed in
sharing / privacy of technology used).
Importance of alerts and usability of the tool.
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Explain purpose of process – hands on session
On-line tool must use Web 2 type of alerts etc
Private / Group / Public areas
Environment must bring with it the concept of Trust
If students only tend to share web links:
explore social bookmarking
6
Recommendations
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Rationale for building on first project
People
Techniques
Resources
Research PBL objectives
Student
Tools
Lifelong learning
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
We interpret this here to be:
Independent learning skills
Information skills (search, retrieve, store, evaluate and synthesise information)
Building up for medical career
Reflective professional
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Can students’ PBL learning be enhanced?
What tools (techniques, resources) do students use to research their PBL / develop their professionalism?
Introduce an online social bookmarking tool.
How do students engage with the social bookmarking tool?
How do they value such a tool for their PBL research?
Aims
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Small scale study, pilot.
Focus groups & interviews. Piloted ‘walkthrough interview’.
Also interviewed third years from first project to compare.
Online engagement and statistics.
Email feedback.
Used activity theory to help interpret and organise findings.
Methods
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Small scale study.
Interpretative.
Focus group limitations.
NB Preliminary results
Analysis is still being refined
Limitations of process
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Context
Temporal
Conflict between direction and self-directed learning
Issue of ‘Depth’
BUT this tension is the source of learning
Findings
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Support and resources for PBL
People
Techniques
Resources
Research PBL objectives
Student
Tools
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Learning landscape: 1st years and where resources come from
People
Techniques
Resources
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Learning landscape: 3rd years
People
Techniques
Resources
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Learning landscape: peopleFirst years
Senior peers
Friends,ex-school friends
PBL group
HARC staff Lecturers
Family, relatives
PBL facilitator
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Learning landscape: peopleThird years
Clinical staffpatients
peersflat mates
Year group
facultyfacilitators
PBL group
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Learning landscape: resourcesFirst years
books
internet
library search
past exam papers
VITAL resources
HARC booklets
lectures
HARC hands-on
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Learning landscape: resourcesThird years
Speciality booklets
web search
reference books
journals
Library databases PBL booklet
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Learning landscape: techniquesFirst & third years
mnemonics
Note-takingdiagrams
drawings
mind mapscue-cards
quizzes
copying
reflecting
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Techniques
With others
Individual
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Specific to the individual (e.g. Note-taking etc.)
eg diagramming creating powerpoint slides for PBL
Individual techniques
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
(First and third years)
Reflection
Aware of own skills, limitations
Overcompensating
Interest (satisfying own interest) ‘indulge’
Aware of learning styles preference
(third year) – writing and reflecting
Individual techniques
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Discussions – library, at home, on campus
Sharing – via email, Facebook, during PBL, texting and phone calls
Skill exchange
Role of sharing
First year: DEPTH, revision
Third year : checking understanding, sharing resources
Techniques: collaboration with peers
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Emphasis / importance of people and resources changes over the years;
Techniques change from person to person;
Quality of techniques change (in certain cases);
Further questions:
Does the range of techniques change?
Do students learn expand their techniques over the years?
What influences their take-up (or no take-up) of a tool?
Preliminary interpretation
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
One technique: internet searchFirst years
VITAL, HARC, lectures help direct to sources;
Google search [or quick overview e.g. Wikipedia]
Senior peers
Recall lecturers – does site cover the points mentioned?
‘Trusted sites’ e.g. NHS, Direct Gov, university sites etc
NOT using ‘social’ element of bookmarking
Links via email, face to face chats, Facebook
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
One technique: internet search
Third years
Google search or quick overview (e.g. Wikipedia)
Range of trusted sites: wider
Author / web publisher’s trustworthiness
Medical community recommendations, doctors’ recommendations
NOT using ‘social’ element of bookmarking
Increasing use of specialised medical databases, journals etc
Links via email, face to face chats, Facebook
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Browse others’ searches
Snowballing
Common interests
Social bookmarking
Portable ‘favourites’
Toolbar – saving weblinks quickly
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Browse others’ searches
Snowballing
Common interests
Social bookmarking
Portable ‘favourites’
Toolbar – saving weblinks quickly
Can it enhance PBL?
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Previous project: sharing weblinks useful;
Current project:
Physical sharing ie via face to face, FaceBook, email, text
First year- main source of information = books > internet links
Role of sharing: to help guide students about DEPTH rather than share a physical resource.
Sharing web links
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Social bookmarking tool not used/useful
Usability
Not downloaded toolbar
‘Cumbersome’
Practice
Shared via face to face discussions instead or via email.
Store web links in favourites or in their PBL notebooks.
How students shared weblinks
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Tool fulfils all previous demands
Useful in theory – but not used in practice:
Quantity
Utility vs effort
‘social’ element not utilised, recognised
May be a good tool in the later years when there are more internet searches
May be taken up by an individual rather than whole groups.
Social bookmarking
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Sharing is perceived to be useful – purpose is about DEPTH
Learning styles / different individual strategies are important
No ‘blanket tool’ but tool for specific individuals / purposes
Bookmarking has potential to enhance learning – but potential is not recognised by students (eg helping in searches etc.)
Conclusions
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
Acknowledge support from the CETL
Interesting area
Clearly more analysis
Further work needed
The Road to the future?
Conclusions
DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
QUESTIONS