{"title":"我反思，故我在！--探索将自愿在线反思日志作为口腔医学研究生的学习工具。","authors":"Hoda S. Wassif","doi":"10.1111/eje.13029","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Introduction</h3>\n \n <p>Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development.</p>\n </section>\n \n <section>\n \n <h3> Aim</h3>\n \n <p>To explore how PG dental students perceive the use of optional online journals.</p>\n </section>\n \n <section>\n \n <h3> Materials and Methods</h3>\n \n <p>Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting ‘connecting with tutors’ and 41% selecting ‘keeping track’ of their own learning and progress. The word ‘reflection’ was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as ‘added pressure’, and 41% felt it was ‘extra work’ as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.</p>\n </section>\n </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"938-942"},"PeriodicalIF":1.7000,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13029","citationCount":"0","resultStr":"{\"title\":\"I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students\",\"authors\":\"Hoda S. Wassif\",\"doi\":\"10.1111/eje.13029\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Introduction</h3>\\n \\n <p>Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Aim</h3>\\n \\n <p>To explore how PG dental students perceive the use of optional online journals.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Materials and Methods</h3>\\n \\n <p>Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting ‘connecting with tutors’ and 41% selecting ‘keeping track’ of their own learning and progress. The word ‘reflection’ was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as ‘added pressure’, and 41% felt it was ‘extra work’ as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.</p>\\n </section>\\n </div>\",\"PeriodicalId\":50488,\"journal\":{\"name\":\"European Journal of Dental Education\",\"volume\":\"28 4\",\"pages\":\"938-942\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-08-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13029\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Dental Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/eje.13029\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"DENTISTRY, ORAL SURGERY & MEDICINE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Dental Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/eje.13029","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students
Introduction
Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development.
Aim
To explore how PG dental students perceive the use of optional online journals.
Materials and Methods
Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections.
Results
Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting ‘connecting with tutors’ and 41% selecting ‘keeping track’ of their own learning and progress. The word ‘reflection’ was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as ‘added pressure’, and 41% felt it was ‘extra work’ as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal.
Conclusion
The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.
期刊介绍：
The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.
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