The role of peer meetings for professional development in health science education: A qualitative analysis of reflective essays

Advances in Health Sciences Education

Volumn 14, Issue 4, 2009, Pages 503-513

  Schaub de Jong, Mirabelle A ^a   Cohen Schotanus, Janke ^b   Dekker, Hanke ^b   Verkerk, Marian ^b  

^a HANZE UNIVERSITY OF APPLIED SCIENCES   (Netherlands)

^b UNIVERSITY MEDICAL CENTER GRONINGEN   (Netherlands)

Author keywords

Collaborative learning; Peer meetings; Professional behaviour; Reflection; Teaching

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; CLINICAL COMPETENCE; COOPERATION; CURRICULUM; EDUCATION; FEMALE; GROUP PROCESS; HEALTH CARE PERSONNEL; HUMAN; LEARNING; MALE; MIDDLE AGED; PEER GROUP; PERSONNEL MANAGEMENT; PROFESSIONAL STANDARD; QUALITATIVE RESEARCH; TEACHING; WRITING; YOUNG ADULT;

ADOLESCENT; ADULT; CLINICAL COMPETENCE; COOPERATIVE BEHAVIOR; CURRICULUM; FEMALE; GROUP PROCESSES; HEALTH PERSONNEL; HUMANS; LEARNING; MALE; MIDDLE AGED; PEER GROUP; PROFESSIONAL ROLE; QUALITATIVE RESEARCH; STAFF DEVELOPMENT; TEACHING; WRITING; YOUNG ADULT;

EID: 70349487339     PISSN: 13824996     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10459-008-9133-3     Document Type: Article

References (27)

1. Åkerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24(4), 321-334. doi:10.1080/07294360500284672.
2. Arnold, L. (2002). Assessing professional behaviour: Yesterday, today, and tomorrow. Academic Medicine, 77, 502-513.
3. Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154. doi:10.1023/B:IHIE.0000048795.84634.4a.
4. Boendermaker, P. M., Conradi, M. H., Schuling, J., Meyboom-de Jong, B., Zwierstra, R. P., & Metz, C. M. (2003). Core characteristics of the competent general practice trainer, a Delphi study. Advances in Health Sciences Education, 8, 111-116. doi:10.1023/A:1024901701831.
5. Boenink, A. D. (2006). Teaching and learning reflection on medical professionalism. Enschede: Gildeprint Drukkerijen B.V.
6. Boud, D., & Walker, D. (1998). Promoting reflecting in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206. doi:10.1080/03075079812331380384.
7. Branch, W. T. (2005). Use of critical incidents reports in medical education. A perspective. Journal of General Internal Medicine, 20, 1063-1067. doi:10.1111/j.1525-1497.2005.00231.x.
8. Dillenbourg, P., Baker, M., Blaye, A., & O'Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.), Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189-211). Oxford: Elsevier.
9. Driessen, E. W., van Tartwijk, J., Overeem, K., Vermunt, J. D., & van der Vleuten, C. P. M. (2005). Conditions for successful reflective use of portfolios in undergraduate medical education. Medical Education, 39, 1230-1235. doi:10.1111/j.1365-2929.2005.02337.x.
10. Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30.
11. Goldie, J., Dowie, A., Cotton, P., & Morrison, J. (2007). Teaching professionalism in the early years of a medical curriculum: A qualitative study. Medical Education, 41, 610-617. doi:10.1111/j.1365-2923.2007.02772.x.
12. Kelchtermans, G., & Hamilton, M. L. (2004). The dialectics of passion and theory: Exploring the relationship between self-study and emotion. In J. J. Loughran, M. L. Hamilton, V. Kubler LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 785-810). Dordrecht, the Netherlands: Kluwer Academic Publishers.
13. Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97. doi:10.1016/j.tate.2003.10.002.
14. Mansvelder-Longayroux, D., Beijlaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23, 47-62. doi:10.1016/j.tate.2006.04.033.
15. Meijer, P. (2005). Tracing learning in intervision. Paper presented at the 32nd Dutch-Flemish Educational Research Days (ORD), Gent, Belgium.
16. Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook. Qualitative data analysis (2nd ed.). London: Sage Publications.
17. Pearson, D. J., & Heywood, P. (2004). Portfolio use in general practice vocational training: A survey of GP registrars. Medical Education, 38, 87-95. doi:10.1111/j.1365-2923.2004.01737.x.
18. Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26, 37-57. doi:10.1023/A:1010986404527.
19. Schaub-de Jong, M. A. (2007). Effecten van reflectieonderwijs in een competentiegericht curriculum. Tijdschrift voor Hoger Onderwijs, 24, 229-238. What students learn from training reflective skills in a competence-based curriculum: A qualitative study.
20. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
21. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey Bass.
22. Tigelaar, D. E. H., Dolmans, D. H. J. M., Meijer, P. C., de Grave, W. S., & van der Vleuten, C. P. M. (2006). Teachers' interactions and their collaborative reflection process during peer meetings. Advances in Health Sciences Education (published online).
23. Thijs, A., & van den Berg, E. (2002). Peer coaching as part of a professional development program for science teachers in Botswana. International Journal of Educational Development, 22, 55-68. doi:10.1016/S0738-0593(00)00078-X.
24. van Velzen, J. H., & Tillema, H. H. (2004). Students' use of self-reflective thinking: When teaching becomes coaching. Psychological Reports, 95, 1229-1238. doi:10.2466/PR0.95.7.1229-1238.
25. Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257-280. doi:10.1016/S0959-4752(98)00028-0.
26. Wong, F. K., Kember, D., Chung, L. Y., & Yan, L. (1995). Assessing the level of student reflection from reflective journals. Journal of Advanced Nursing, 22, 48-57. doi:10.1046/j.1365-2648.1995.22010048.x.
27. Wray, S. (2007). Teaching portfolios, community, and pre-service teachers' professional development. Teaching and Teacher Education, 23, 1139-1152. doi:10.1016/j.tate.2006.10.004.