Facilitating reflective learning

Research output: Ph.D. ThesisPhD Research external, graduation externalAcademic

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Abstract

The aim of this dissertation was to investigate conditions that may affect students’ reflective learning specifically in small groups and professional practice. Conclusion.Small groups are beneficial for reflective learning for which teachers need specific competencies. Teachers need to be trained in facilitating students’ reflective learning. To further develop the reflective competence of students during clinical practice it is important to discuss unprofessional situations in small groups. Students should learn to check the validity of excuses for not responding. Clinical supervisors play an important role in this process.
Dissertation for the University of Groningen, the Netherlands, with references and summary in Dutch. The study presented in this thesis was carried out at the Graduate School for Health Research (SHARE) of the University of Groningen, within the program of Research in medical Education (RME) and at the Research and Innovation Group in Health Care and Nursing of the Hanze University of Applied Sciences Groningen, the Netherlands
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • University of Groningen
Supervisors/Advisors
  • Verkerk, M.A., Supervisor, External person
  • Cohen-Schotanus, Janke, Supervisor, External person
Award date4 Jul 2012
Place of PublicationGroningen
Publisher
Print ISBNs978 94 60700415
Publication statusPublished - Jul 2012

Keywords

  • reflective learning
  • clinical practice
  • students
  • clinical supervision
  • professional behaviour
  • teacher competencies

Cite this

Schaub-de Jong, M. (2012). Facilitating reflective learning. Groningen: University of Groningen.
Schaub-de Jong, Mirabelle. / Facilitating reflective learning. Groningen : University of Groningen, 2012. 160 p.
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abstract = "The aim of this dissertation was to investigate conditions that may affect students’ reflective learning specifically in small groups and professional practice. Conclusion.Small groups are beneficial for reflective learning for which teachers need specific competencies. Teachers need to be trained in facilitating students’ reflective learning. To further develop the reflective competence of students during clinical practice it is important to discuss unprofessional situations in small groups. Students should learn to check the validity of excuses for not responding. Clinical supervisors play an important role in this process.Dissertation for the University of Groningen, the Netherlands, with references and summary in Dutch. The study presented in this thesis was carried out at the Graduate School for Health Research (SHARE) of the University of Groningen, within the program of Research in medical Education (RME) and at the Research and Innovation Group in Health Care and Nursing of the Hanze University of Applied Sciences Groningen, the Netherlands",
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author = "{Schaub-de Jong}, Mirabelle",
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Schaub-de Jong, M 2012, 'Facilitating reflective learning', Doctor of Philosophy, University of Groningen, Groningen.

Facilitating reflective learning. / Schaub-de Jong, Mirabelle.

Groningen : University of Groningen, 2012. 160 p.

Research output: Ph.D. ThesisPhD Research external, graduation externalAcademic

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Schaub-de Jong M. Facilitating reflective learning. Groningen: University of Groningen, 2012. 160 p.