In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals
The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n=65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the...
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Georgia Southern University
2011-01-01
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doaj-e9b647ceb18c4a32b8604dd2861b53192020-11-24T21:17:06ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442011-01-015110.20429/ijsotl.2011.050107In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving ProfessionalsAnnetta TsangThe primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n=65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral Health program iteratively over three years. Reflective practices were integrated with clinical practice, and were linked with assessment requirements. Students’ perceptions of reflective group discussions were obtained via questionnaires and reflective essays. The key benefits of reflective group discussions perceived by students included peer learning, peer and/or tutor support and multi-perspective critical thinking. Students welcomed the inclusion of reflective group discussions into their curriculum, not as a substitute of, but rather, complementary to reflective writing. Students invoked that reflective writing and reflective group discussions were beneficial in different ways. The interactive, supportive and multi-perspective nature of reflective group discussions was particularly appealing to students.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss1/7Reflective group discussionProfessional developmentOral healthReflective learningReflective practices |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Annetta Tsang |
spellingShingle |
Annetta Tsang In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals International Journal for the Scholarship of Teaching and Learning Reflective group discussion Professional development Oral health Reflective learning Reflective practices |
author_facet |
Annetta Tsang |
author_sort |
Annetta Tsang |
title |
In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals |
title_short |
In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals |
title_full |
In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals |
title_fullStr |
In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals |
title_full_unstemmed |
In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals |
title_sort |
in-class reflective group discussion as a strategy for the development of students as evolving professionals |
publisher |
Georgia Southern University |
series |
International Journal for the Scholarship of Teaching and Learning |
issn |
1931-4744 |
publishDate |
2011-01-01 |
description |
The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n=65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral Health program iteratively over three years. Reflective practices were integrated with clinical practice, and were linked with assessment requirements. Students’ perceptions of reflective group discussions were obtained via questionnaires and reflective essays. The key benefits of reflective group discussions perceived by students included peer learning, peer and/or tutor support and multi-perspective critical thinking. Students welcomed the inclusion of reflective group discussions into their curriculum, not as a substitute of, but rather, complementary to reflective writing. Students invoked that reflective writing and reflective group discussions were beneficial in different ways. The interactive, supportive and multi-perspective nature of reflective group discussions was particularly appealing to students. |
topic |
Reflective group discussion Professional development Oral health Reflective learning Reflective practices |
url |
https://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss1/7 |
work_keys_str_mv |
AT annettatsang inclassreflectivegroupdiscussionasastrategyforthedevelopmentofstudentsasevolvingprofessionals |
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