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Developing the reflective professional: medical students' use of resources and patterns of learning 11 th May 2010 CETL seminar presentation Peter Dangerfield Tünde Varga-Atkins Ian Ellis Louis Vitone

Developing the reflective professional

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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.

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Page 1: Developing the reflective professional

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

Page 2: Developing the reflective professional

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

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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

Page 4: Developing the reflective professional

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

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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.

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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

Page 7: Developing the reflective professional

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

Page 8: Developing the reflective professional

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

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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

Page 10: Developing the reflective professional

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

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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

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Context

Temporal

Conflict between direction and self-directed learning

Issue of ‘Depth’

BUT this tension is the source of learning

Findings

Page 13: Developing the reflective professional

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

Page 14: Developing the reflective professional

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

Page 15: Developing the reflective professional

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Learning landscape: 3rd years

People

Techniques

Resources

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Learning landscape: peopleFirst years

Senior peers

Friends,ex-school friends

PBL group

HARC staff Lecturers

Family, relatives

PBL facilitator

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Learning landscape: peopleThird years

Clinical staffpatients

peersflat mates

Year group

facultyfacilitators

PBL group

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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

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Learning landscape: resourcesThird years

Speciality booklets

web search

reference books

journals

Library databases PBL booklet

Page 20: Developing the reflective professional

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Learning landscape: techniquesFirst & third years

mnemonics

Note-takingdiagrams

drawings

mind mapscue-cards

quizzes

copying

reflecting

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Techniques

With others

Individual

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Specific to the individual (e.g. Note-taking etc.)

eg diagramming creating powerpoint slides for PBL

Individual techniques

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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

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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

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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

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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

Page 27: Developing the reflective professional

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

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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

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Browse others’ searches

Snowballing

Common interests

Social bookmarking

Portable ‘favourites’

Toolbar – saving weblinks quickly

Can it enhance PBL?

Page 30: Developing the reflective professional

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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

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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

Page 32: Developing the reflective professional

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

Page 33: Developing the reflective professional

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

Page 34: Developing the reflective professional

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

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QUESTIONS