Document Type : Original Article
Authors
Abstract
BACKGROUND: The concept of reflective practice is at the center of professional practice, allowing
a bridge between theory and practice and learning from our own experiences in an ongoing process.
Understanding what learners need such as regular observation of work, more responsibility, and
technical and problem‑solving with answers allows the teacher to help learners to progress to
independence in pursing their own learning needs. Therefore, it is important that medical educators
continually reflect and evaluate teaching ability to meet learners’ needs and provide evidence to
support it.
MATERIALS AND METHODS: A prospective, qualitative study was carried out using a combination
of questionnaires and observed assessments. The study participants consisted of twenty final‑year
medical students from King’s College London and took place at a hospital education center in the
UK, April 2019. Two educational sessions were delivered by a doctor to the study group and a video
recording was conducted. The educator completed a reflective portfolio using feedback questionnaires,
peer observation forms, and observation of the video recording, and the results were analyzed using
a video critique tool.
RESULTS: Twenty learner feedback forms were completed, and a peer observation form was
completed. This allowed a critical analysis of educator performance, reflection, and improvement.
This was further solidified by in‑depth analysis and critique of teaching session playback video.
DISCUSSION: This study evaluates a medical student teaching program using a reflective portfolio.
This study confirms the effectiveness of using a reflective portfolio to enhance the teaching experience.
Video analysis can be self‑critical, however this study shows how it is useful to review human
experience first‑hand, and identifying any specific techniques that create a positive or negative
change can enable educators to improve as time progresses.
Keywords
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