Writing in the Digital Age: Reflective Journal April 16, 2018

Importance of Reflective Practice CTL Reflective Writing Workshop Introduced the concept of reflection Discussed his personal feedback to students Encourage Thinking How to Think Alan Jacobs Kahneman & Haidt – “relatively few people want to think” Thinking troubles us Thinking tires us Thinking forces us out of familiar, comforting habits etc. Speed of social media traffic We use our intuitive thinking (fast) snap-judgements, instantaneous reads on a given situation, bias views Conscious decision-making kicks in only when we perceive a problem, an inconsistency, an anomaly that needs to be addresses System 1 elephant System 2 rider that gently steers the elephant

Why Provides a platform for student writing (little opportunity in clinical practice) Encourages problem solving for issues or situations that occur during clinical practice. Encourages student to be present during clinical practice. Faculty understand the student process of learning. Faculty able to troubleshoot any problems that arise during clinic. Faculty is able to provide feedback to each student to support confidence and learning. Students learn from the past and can make changes for future events. Increase students knowledge, attitudes, behaviours, and skills in specific areas of performance. Students interact with patients, classmates, faculty, staff, patient assessments and time management Where we have been and where we want to go

How Reflect once-a-week on clinical situations by answering one predetermined question from 5 different topics: Learning Self-Assessment Communication Professionalism Emotion and Personal Growth Refer to Reflective Journaling Tools

Samples for Students In beginning of semester students are given 5 or 6 Samples from previous students.

Reflective Journaling Tools

Where BlackBoard Recitation will be graded on consistency, content and appropriate answers to the Reflective Journal questions.  Refer to the Rubric when answering questions and remember to write the question and then answer it. You must complete all weekly journals to receive a grade of 10. This is an all or nothing assignment. If you do not complete all of the weekly journals, you will get 0. No partial credit given. Time limit to write Sunday PM but one additional day to complete.

Grading and Feedback

Feedback (Sample)

Feedback (Sample)

Grading

Grading If Below expectations I send it back to student without a grade. If student doesn’t clearly answer or give examples of clinical situations I remind them in the feedback to follow the rubric for the next assignment. 10 points of final grade. (The effort is what I am looking for)

Observations Many students answer the same question in each topic area…especially Communication What have you learned from interacting with others? (peers, supervisor, staff etc. Emotional and Personal Growth What did you learn about your relationship with your peers/supervisors Students are Reflective Novice or Aware Student in rubric By second semester some students have become Reflective Student. Students balked at the assignments during the first semester but accepted it as routine for the second semester. Students reflected on how the appreciated having a forum to discuss troubling situations and while I may not have changed a situation they felt “listened to”

Observations Need to look at data for further information Actually Grade Them Don’t want to discourage the writing process Don’t want them to become frustrated I want them to use this after school as a tool for clinical practice.