KMID : 1034020170190030169
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Korean Medical Education Review 2017 Volume.19 No. 3 p.169 ~ p.174
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Analysis of Students¡¯ Reflective Journals on Medical Communication Role Plays
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Kim Young-Jon
Lee Seung-Hyun Yoo Hyoo-Hyun
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Abstract
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This study explores the phenomenon of learner reflection in writing. Sixty-nine reflection logs were submitted by students after medical interview role plays. Using thematic analysis methodology, the following three steps were carried out: (1) the entire contents of the logs were analyzed and coded, (2) the coded contents were reclassified and categorized into higher themes, and (3) all reflection logs were re-analyzed to derive the frequency according to their classifications. The learners¡¯ reflection contents were classified into ¡®preparation,¡¯ ¡®experience,¡¯ and ¡®future plan.¡¯ The levels of reflection were ¡®simple information and appreciation,¡¯ ¡®acquisition and application of knowledge,¡¯ and ¡®analysis and criticism.¡¯ The types of reflection were identified only at the level of ¡®analysis and criticism¡¯ and could be classified into ¡®relativization,¡¯ ¡®objectification,¡¯ and ¡®internalization.¡¯ Students¡¯ reflection levels were highest in the levels of ¡®acquisition and application of knowledge¡¯ (49.3%), and ¡®analysis and criticism¡¯ (37.7%). A total of 14.5% of the students showed ¡®internalization.¡¯ In order to enable internalized reflection at a critical level, instructional strategies to induce and promote reflection are needed.
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KEYWORD
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Reflection, Journal, Level, Type, Assessment
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