The value of using ‘Critical Reflection’ as a teaching tool

Type :

Term papers

Pages :

7 pages

Format :

.doc

Published date :

04/13/2009

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Summary :

 
 

Table of Contents The value of using ‘Critical Reflection’ as a teaching tool Table of Contents

 
  1. Introduction
  2. The case of reflective learning
  3. Critical reflection (reflective practice)
  4. The reflective process
  5. Some issues regarding the mentor of reflective practice
    1. Role modeling
  6. Assessment
  7. Conclusion
  8. Bibliography

Abstract

Increasingly, health care professionals are required to utilize reflective practice both within their initial training and continuing professional development. It is also seen as a Higher education transferable skill, evidence of which is required by Quality Assurance Agency (QAA). Within this assignment, I will provide as educational case for reflective learning before exploring the reflective process within health care education. Within the article and terms 'reflection' and 'reflective practice' will be used synonymously. This is congruent with the findings of O'Connor et al (2003) who conclude that the terms are used interchangeably. Maximizing student's learning, especially in the applied sciences, is an ongoing challenge for teachers and pedagogic researchers. Much has been written about the theory-practice gap, whereby students are taught theory in an educational establishment and find that in the 'real world' of practice, things can be very different (Salvage 1998).

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About the author :

pencil image Paul B. Freelance Psychology Writer
Level :General public Study : Psychology School/University : Central Lancashire

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