Honesty in critically reflective essays: an analysis of student practice

Maloney, Stephen, Tai, Joanna Hong-Meng, Lo, Kristin, Molloy, Elizabeth and Ilic, Dragan 2013, Honesty in critically reflective essays: an analysis of student practice, Advances in health sciences education, vol. 18, no. 4, pp. 617-626, doi: 10.1007/s10459-012-9399-3.

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Title Honesty in critically reflective essays: an analysis of student practice
Author(s) Maloney, Stephen
Tai, Joanna Hong-MengORCID iD for Tai, Joanna Hong-Meng orcid.org/0000-0002-8984-2671
Lo, Kristin
Molloy, Elizabeth
Ilic, Dragan
Journal name Advances in health sciences education
Volume number 18
Issue number 4
Start page 617
End page 626
Total pages 10
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2013-10
ISSN 1382-4996
Keyword(s) education
clinical skills
Clinical Competence
Physical Therapists
Physical Therapy Specialty
Self Concept
Surveys and Questionnaires
Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education & Educational Research
Education, Scientific Disciplines
Health Care Sciences & Services
Summary In health professional education, reflective practice is seen as a potential means for self-improvement from everyday clinical encounters. This study aims to examine the level of student honesty in critical reflection, and barriers and facilitators for students engaging in honest reflection. Third year physiotherapy students, completing summative reflective essays on clinical encounters using the modified Gibbs cycle, were invited to participate in an anonymous online survey. Student knowledge and beliefs about reflective practice, and disclosure of the truthfulness of their reflections, were assessed using a mixed method approach. A total of 34 students, from a maximum possible of 48 (71 %), participated in the study activities. A total of 68 % stated that they were at least 80 % truthful about their experiences. There was general student consensus that reflective practice was important for their growth as a clinician. Students questioned the belief that the reflection needed to be based on a factual experience. Reflective practice can be a valuable addition to the clinical education of health care professionals, although this value can be diminished through dishonest reflections if it is not carefully implemented. Student influences on honest reflection include; (1) the design of any assessment criteria, and (2) student knowledge and competency in applying critical reflection.
Language eng
DOI 10.1007/s10459-012-9399-3
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
1302 Curriculum And Pedagogy
Socio Economic Objective 930103 Learner Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2012, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30086145

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