Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
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Analysis of Students' Reflective Journals on Medical Communication Role Plays

의료면담 역할극 사례의 학습자 성찰일지 분석

  • Kim, Young Jon (Department of Medical Education, Wonkwang University School of Medicine) ;
  • Lee, Seung Hyun (Department of Pediatrics, Wonkwang University School of Medicine) ;
  • Yoo, Hyo Hyun (Department of Medical Education, Chonbuk National University School of Medicine)
  • 김영전 (원광대학교 의과대학 의학교육학교실) ;
  • 이승현 (원광대학교 의과대학 소아청소년과) ;
  • 유효현 (전북대학교 의과대학 의학교육학교실)
  • Received : 2017.06.26
  • Accepted : 2017.10.17
  • Published : 2017.10.31
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Abstract

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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References

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