A study on self-reflective writing education using film -based on the movie [Billy Elliot]

The article aims to investigate the impact of the reflective writing paper on non- English major learners’ learning autonomy in a Vietnamese context. The data was collected by means of questionnaire, competence tests and interviews. The participants did two reflective writing papers as an intervention during the research. The research results show the possibilities for teachers to modify their teaching methods through analysis of feedback from the subjects. The findings showed that most participants appreciated the role of the reflective writing paper and they were aware of the significance of learning autonomy in their study process. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 104-128 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8102

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EULAR portfolio for Rheumatology training: a EULAR School of Rheumatology initiative

RMD Open ◽

10.1136/rmdopen-2021-001684 ◽

2021 ◽

Vol 7 (2) ◽

pp. e001684

Author(s):

Marloes van Onna ◽

Sofia Ramiro ◽

Catherine Haines ◽

Mette Holland-Fischer ◽

Jose Antonio Pereira da Silva ◽

...

Keyword(s):

Personal Development ◽

Portfolio Assessment ◽

Clinical Work ◽

Multisource Feedback ◽

Reflective Writing ◽

Learning Goals ◽

Moderate Risk ◽

Research Activities ◽

Curriculum Vitae ◽

Personal Reflections

ObjectiveAbout half of the rheumatology trainees do not use a portfolio. This project was established to reach consensus about the content of a EULAR portfolio for Rheumatology training and subsequently develop portfolio assessment forms.MethodsAfter establishing a portfolio working group (WG), including nine rheumatologists and one educationalist, a systematic literature review (SLR) on the content and structure of portfolios for postgraduate learning was conducted (November 2018). This was followed by a survey among WG members and members of the EMerging EUlar NETwork, inquiring about the content and structure of existing national portfolios. The portfolio WG selected the key components of the portfolio, taking previous experience and feasibility into account. Assessment forms (eg, case-based discussion) were developed and pilot-tested.Results13/2034 articles were included in the SLR (12 high/1 moderate risk of bias). Information on procedural skills, personal reflections, learning goals and multisource feedback was most often included a portfolio. Twenty-five respondents completed the survey (response≈50%). Feedback from assessors, reflective writing and formulation of learning goals were considered important dimensions to be covered in a portfolio. Six key components of the portfolio were established: curriculum vitae, personal development plan, clinical work, professional behaviours, education and research activities. Suggested minimal content for each component was formulated. Four assessment forms were successfully pilot-tested by 11 rheumatologists and their trainees.ConclusionA EULAR portfolio for Rheumatology training and assessment forms were developed. Portfolio implementation, particularly in countries without an existing portfolio, may promote a higher standard of rheumatology training across Europe.

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Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation

Lodz Papers in Pragmatics ◽

10.1515/lpp-2020-0006 ◽

2020 ◽

Vol 16 (1) ◽

pp. 123-152

Author(s):

Marcella Caprario

Keyword(s):

Content Analysis ◽

Listening Comprehension ◽

English For Academic Purposes ◽

Reflective Writing ◽

Pragmatic Competence ◽

Missed Opportunities ◽

Self Reflection ◽

And Performance ◽

Communication Breakdowns ◽

The Impact

AbstractThis qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.

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Commentary: A Sense of Story, or Why Teach Reflective Writing?

Academic Medicine ◽

10.1097/acm.0b013e31823a59c7 ◽

2012 ◽

Vol 87 (1) ◽

pp. 5-7 ◽

Cited By ~ 32

Author(s):

Rita Charon ◽

Nellie Hermann

Keyword(s):

Reflective Writing

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Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education

Journal of Medical Humanities ◽

10.1007/s10912-021-09693-3 ◽

2021 ◽

Author(s):

Rachel Conrad Bracken ◽

Ajay Major ◽

Aleena Paul ◽

Kirsten Ostherr

Keyword(s):

Medical Student ◽

Qualitative Analysis ◽

Narrative Analysis ◽

Academic Medicine ◽

Medical Humanities ◽

Peer Learning ◽

Peer To Peer ◽

Reflective Writing ◽

Premedical Students ◽

Blog Posts

AbstractNarrative analysis, creative writing, and interactive reflective writing have been identified as valuable for professional identity formation and resilience among medical and premedical students alike. This study proposes that medical student blogs are novel pedagogical tools for fostering peer-to-peer learning in academic medicine and are currently underutilized as a near-peer resource for premedical students to learn about the medical profession. To evaluate the pedagogical utility of medical student blogs for introducing core themes in the medical humanities, the authors conducted qualitative analysis of one hundred seventy-six reflective essays by baccalaureate premedical students written in response to medical student-authored narrative blog posts. Using an iterative thematic approach, the authors identified common patterns in the reflective essays, distilled major themes, coded the essays, and conducted narrative analysis through close reading. Qualitative analysis identified three core themes (empathic conflict, bias in healthcare, and the humanity of medicine) and one overarching theme (near-peer affinities). The premedical students’ essays demonstrated significant self-reflection in response to near-peer works, discussed their perceptions of medical professionalism, and expressed concerns about their future progress through the medical education system. The essays consistently attributed the impact of the medical student narratives to the authors’ status as near-peers. The authors conclude that reading and engaging in reflective writing about near-peer blog posts encourages premedical students to develop an understanding of core concepts in the medical humanities and promotes their reflection on the profession of medicine. Thus, incorporating online blogs written by medical trainees as narrative works in medical humanities classrooms is a novel pedagogical method for fostering peer-to-peer learning in academic medicine.

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