| Using reflective learning to improve the impact of continuing education in the context of work rehabilitation. | |
| | |
MedLine Citation:
|
PMID: 19777361 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
|
Reflective learning has been described as a promising approach for ameliorating the impact of continuing education (CE) programs. However, there are still very few studies that have investigated how occupational therapists use reflection to improve the integration of CE program content in their decision-making processes. The study objectives were to describe how these professionals, working in the sector of work rehabilitation, used reflective learning to integrate research evidence into their clinical decision-making process and to identify the factors that influenced the reflective learning process. A collaborative research study was conducted. Eight occupational therapists were recruited to participate to the group that was convened for 12 meetings and held during a 15-month period. The strategies used were critical analysis of ill-structured and authentic clinical situations, peer support, reflective journal writing and complementary reading. The group facilitator acted as a research evidence mentor and guided the group process. The data collected was analyzed using the grounded theory method. The reflective learning process, used by the participants, enabled them to change their perspective at six different stages in their decision-making process. The participants developed their ability to use different types of reflective thinking: introspection, concept attainment, self-attribution, problem solving, action planning and reorganization. The factors that most influenced learning were: ease in sharing experience, normative beliefs, coping with negative emotions, perceived self-efficacy, social support and risk taking. Results led to the development of the Model of Research Utilization Grounded in Critical Reflection. |
| | |
Authors:
|
Brigitte Vachon; Marie-José Durand; Jeannette LeBlanc |
Publication Detail:
|
Type: Journal Article; Research Support, Non-U.S. Gov't Date: 2009-09-24 |
Journal Detail:
|
Title: Advances in health sciences education : theory and practice Volume: 15 ISSN: 1573-1677 ISO Abbreviation: Adv Health Sci Educ Theory Pract Publication Date: 2010 Aug |
Date Detail:
|
Created Date: 2010-09-16 Completed Date: 2011-01-06 Revised Date: - |
Medline Journal Info:
|
Nlm Unique ID: 9612021 Medline TA: Adv Health Sci Educ Theory Pract Country: Netherlands |
Other Details:
|
Languages: eng Pagination: 329-48 Citation Subset: IM |
Affiliation:
|
Centre d'Action en Prévention et Réadaptation de l'Incapacité au Travail, Université de Sherbrooke, Longueuil, QC, Canada. brigitte.vachon@USherbrooke.ca |
Export Citation:
|
APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
|
Adult Clinical Competence Cooperative Behavior Disability Evaluation Education, Continuing / methods* Educational Measurement / methods* Evidence-Based Practice / education* Female Health Knowledge, Attitudes, Practice Humans Learning* Occupational Diseases / rehabilitation Occupational Therapy / education* Program Evaluation |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
Previous Document: Capillary arterialization requires the bone-marrow-derived cell (BMC)-specific expression of chemoki...
Next Document: Nutritive value of some tropical grasses used by traditional small farms in the highlands of Burundi...