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Developing Reflective Health Care Practitioners: Learning from Experience in Dental Hygiene Education
Author(s) -
Asadoorian Joanna,
Schönwetter Dieter J.,
Lavigne Salme E.
Publication year - 2011
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2011.75.4.tb05071.x
Subject(s) - thematic analysis , competence (human resources) , exploratory research , hygiene , reflective practice , psychology , qualitative research , medical education , sample (material) , health care , nursing , medicine , dentistry , pedagogy , social psychology , sociology , economic growth , social science , chemistry , pathology , chromatography , anthropology , economics
Maintaining competence requires health care practitioners to remain current with research and implement practice changes. Having the capacity to reflect on practice experiences is a key skill, but reflective skills need to be taught and developed. This exploratory qualitative study examined the outcomes of a dental hygiene program requirement for developing reflective practitioners. Using a purposive convenience sample, students were solicited to participate in the study and submit reflective journals at the end of two terms. Eleven of twenty‐six students participated in the study, providing sixty‐four reflective entries that underwent qualitative thematic analysis. Using a reflective model, we identified themes, developed codes, and negotiated among ourselves to reach consensus. Results showed approximately two‐thirds of the participants reached the central range as “reflectors” and most of the remaining fell within the lower range as “non‐reflectors.” We concluded that dental hygiene students reached similar levels of reflection to other groups and the triggers were varied, appropriate for early learners, and divided between positive and negative cues. However, the small sample represented less than one‐half of the class, yielding a potentially biased sample. Therefore, we conclude that the findings provide a departure point for further research with a more cross‐cutting sample in order to substantiate reflective educational requirements and validate these findings.