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Undergraduate health science students' development of reflective practice on communication skills via e-Portfolios https://ro.uow.edu.au/jutlp/vol15/iss3/5
Abstract and Figures
Abstract
Background: Whilst e-Portfolios have been used in a variety of learning contexts, disciplines and academic levels, its effectiveness amongst tertiary health science students in Australia has yet to be explored. Investigating students’ development of reflexivity through an individually assessed e-Portfolio will produce more information about how best to teach and assess these skills in line with key professional competencies.
Aim: This project aimed to evaluate students’ development of reflexivity by engaging in an individually assessed e-Portfolio within a large, interprofessional, first year health science unit on Communication in Health.
Methods: Using an adapted version of Groningen’s Reflection Ability Scale (GRAS) students were surveyed before beginning and after completing their e-Portfolios. Participating students’ concluding summaries on their development of reflexivity were extracted from their e-Portfolios for qualitative analysis.
Results: 289 students completed both the pre- and post-survey. The e-Portfolio enhanced reflexivity for 54% of students, 38% perceived that their reflexivity had decreased and 8% had no change between their pre and post scores. Qualitatively the students found the process of developing reflexivity to be positively challenging. They cited reflection on communication skills, using contemporary media, interprofessional reflection and cultural responsiveness as key elements learnt through the reflective process of the e-Portfolio.
Conclusion: A nuanced approach to interpreting the results is important as even those who seem to have become less reflexive may have realised that they were less so after engaging in reflective practice. With the right resources, technology and support the findings attest to the value and merit of e-Portfolios in developing reflexivity amongst tertiary interprofessional health science students
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... There was research evidence that ePortfolios could facilitate students' reflective practice [16][17][18], promote student self-reflection [19], engagement [20], critical thinking, digital literacy, and integration of curricular experiences [21]. Previous literature also shed light on the identified significant factors influencing students' reflective practice, utilizing ePortfolios regarding the institution, curriculum, learning process, the learner and portfolio itself [22], as well as faculty adoption, resources, training, and scaling challenges [23]. ...
... While Dune et al. (2018) [18] observed that the previous literature provided support for the positive role of ePortfolios in developing self-reflection and ongoing reflective practice, there remain various concerns hindering the successful implementation process of ePortfolios; for example, technological issues and increased teacher workloads [25][26][27], as well as conflicting student attitudes [28]. Although there are implementation frameworks available for use (such as in [3]), it is uncertain if any such framework was used for the technical implementation. ...
... While Dune et al. (2018) [18] observed that the previous literature provided support for the positive role of ePortfolios in developing self-reflection and ongoing reflective practice, there remain various concerns hindering the successful implementation process of ePortfolios; for example, technological issues and increased teacher workloads [25][26][27], as well as conflicting student attitudes [28]. Although there are implementation frameworks available for use (such as in [3]), it is uncertain if any such framework was used for the technical implementation. ...
This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.
... Rogers's common elements are extended by Enomoto and Warner (2013, p. 184), who posit that contemplation has value within the parameters of reflection, in that reflection incorporates "learning processes facilitated through the practice of contemplation, which transform individual experiences into learning". Such a transformation is reflected in the work of Dune et al. (2018) in the context of undergraduate health sciences, which focuses on the importance of a reflective task or scaffolded questions that encourage students to question their own depth of reflection. Moreover, Brookfield's (1995) "lens theory" extends the scope of Rogers's self-examination element by suggesting that aside from reflecting upon their own beliefs, individuals also use the critically reflective lenses of others to engage with different perspectives and theories. ...
... 68). Indeed, Dune et al. (2018) found positive adaptive responses in health science students' reflective capacity when the reflection development process enabled them to increase self-understanding, a requisite for improving self-efficacy. ...
This study aims to unpack the reflective learning processes involved in developing a Masters’ research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students’ reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and Smith’s (1995) framework. Our findings are that the nature of each individual blog topic affected the quality and level of reflection, which in turn is affected by the ‘learning ecology’ (Harvey, Coulson, & McMaugh, 2016 p. 12). More highly scaffolded blogs showed greater evidence of reflective practice. Likewise the nature of the practice (starting research) influenced reflection, since many processes are internal rather than requiring explicit practice to reflect on. In addition, as nascent practitioner researchers, the students are also involved in reflexivity rather than reflection and therefore some topics encouraged this form of reflection more than others did. This study is significant in that it explores reflection in research and practitioner contexts, focuses on early career researchers/practitioners and brings a multidisciplinary perspective.
... In particular, experiential stand-alone courses on communication skill development are needed. Another example of experiential learning is the e-portfolio, which is considered an important tool for students to develop their reflective communication skills according to Dune, Crnek-Georgeson, Bidewell, Firdaus, John and Arora (2018). An e-portfolio is an online learning platform, where students can share their reflections with other students or with teachers. ...
... Another relevant recommendation is from Daly et al. (2015), who suggest that universities involved in international education may consider providing a stand-alone intercultural communication course that helps domestic and international students recognise specific cultural differences through active learning. Finally, e-portfolios may be applied to help students reflect on their own communication skills and cultural responsiveness (Dune et al. 2018).Resources for the professional development of academic staff are needed to help graduates become aware of the importance of communication skills for the job market and enhance the participation rate of students in the classroom (Valdez 2015;Heron 2019). For universities to implement the abovementioned initiatives, a framework which embeds communication skills across the curriculum and which targets both domestic and international students is necessary (Johnson et al. 2015;Arkoudis, 2014). ...
Abstract
Communication is considered a crucial skill set by employers who require universities to develop
students’ communication skills, to meet their requirements in the workplace. This study focuses on
graduates’ perceptions of their skill in professional communication; its development during their
studies; and its value when making the transition to employment. The paper is based on two studies
undertaken in Australia with interviews with graduates. The graduates are both of Australian and
Chinese origin working in Australia and China across various industries. Presentation skills,
writing, and intercultural skills were considered most important. Although most participants were
satisfied with the way they had developed these skills at the Australian university, some
international graduates needed more help from university to attain these skills. Recommendations
regarding structured interventions for intercultural communication, work-integrated learning, and
professional training of academic staff were provided.
Keywords
Communication skills, graduate attributes, international students, management education,
international education
... Assessing students' e-portfolios could demonstrate how students' learning has progressed and offer a great platform for immediate feedback, reflection, and self-assessment (Walland & Shaw, 2022). The literature suggested that although some students found the process of creating eportfolios challenging, they believed that the strategy supported the refinement of skills and offered an opportunity for creativity, providing an ongoing record of progress and allowing collaboration with peers and instructors (Dune et al., 2018). However, e-portfolios should be thoroughly assessed, designed and implemented to achieve valid, meaningful, and reliable outcomes (Barrot, 2021). ...
The shift to successful online learning requires online assessment strategies that could facilitate the learning and teaching process and determine the achievement of learning outcomes. This study examined how students’ achievement was assessed in an online learning environment during the COVID-19 pandemic and how the College of Education (COE) responded to the shift to online assessment strategies. A mixed-method design using questionnaires and interviews was conducted to collect data from academic staff at COE at Sultan Qaboos University. The study sample consisted of (n=60) academic staff who agreed to answer the research questionnaire. Moreover, the researchers interviewed four academic staff who were experts in online assessment and teachers of practical courses. The interview data were analysed and corroborated with evidence from documents issued by the COE and SQU. The study’s findings showed that the academic staff applied various online assessment strategies to measure the learners’ achievement. The most applied online assessment strategies were individual projects, presentations, online discussions, and written assignments. The study also found that the COE took measures to enhance its online assessment procedures, including developing an online assessment policy, providing professional development programs, workshops and webinars, and encouraging its staff to conduct further studies to improve online learning practices. Based on the findings, the study suggested some educational implications and recommendations.
... Most of the published research is trending toward nursing, e-learning, social media, graduate and higher education, communication, and distance education. As seen in Table 5, these were highly focused on distance learning in medical education (e.g., Bester et al., 2021), ICT in clinical instruction (e.g., Bliss, 2015;Usher, 2012), IT integration in curriculum and research (e.g., Seeletse, 2016), technology utilization in allied medical health practice (e.g., Dune et al., 2018;Honey & Westbrooke, 2016;Tran et al., 2014), ICT in the graduate nursing practice (e.g., Overby, 2018;Pickering, 2015), and clinical virtual simulation in nursing education (e.g., Lee et al., 2021;Mutter et al., 2005;Waghale et al., 2022). In addition, the research keywords that are related to one another are highly related. ...
The use of information and communications technology (ICT) has revolutionized the way people communicate and interact with one another. While there is an extensive ICT utilization in a plethora of disciplines, an exploration of the specific field of health education poses significant implications. This chapter used bibliometric analysis to describe how ICT is applied in health education. Specifically, it followed a five-step workflow to achieve this goal. Among the key findings of this chapter is that ICT research on health education has been roughly stagnant in recent years. Most of the published health technology research is trending toward nursing, e-learning, social media, graduate and higher education, communication, and distance education. Western countries dominated the number of publications, and the USA remains the most productive country in this research area. Overall, this chapter provides an overview of the research landscape when it comes to the application of ICT in health education. Future research undertakings were offered to propel the health technology literature.
... Daly, Hoy, Hughes, Islam, and Mak (2015) recommended another pertinent one which suggests that universities involved in international education should consider offering a standalone intercultural communication course that encourages students from both domestic and international backgrounds to actively learn about specific cultural differences. Lastly, according to Dune et al. (2018), e-portfolios can assist students in reflecting on their cultural responsiveness and communication abilities. In order to increase student participation in the classroom and assist graduates in understanding the significance of communication skills for the job market, resources for academic staff professional development are required (Heron, 2019;Valdez, 2015). ...
This study aimed to find the teachers' and students' beliefs about communicative language competence skills and their uses in undergraduate programs to improve educational careers. This study used a random sampling approach where 300 students from 6 departments (50 X 6) and 24 teachers from Superior University and the University of Lahore participated. The survey method was used to collect data for this study, and descriptive statistics (mean, standard deviation) were used to analyse the data. Universities help students develop their communication skills to meet workplace requirements, equally important for graduates' academic success. According to the study's results, teachers and students comprehend the idea of communicative competence and feel it is essential for academic and professional success. Student's potential to improve their communication skills is most inhibited by teachers' lack of language and disinterest in speaking English in the classroom. CLT's poor performance results from an outmoded curriculum, antiquated teaching methods, and a lack of teacher training. For the improvement of communication skills, innovative methods are necessary. CLT is important in Pakistan because it enables students to communicate effectively in social and cultural settings. In addition, CLT can help students develop critical thinking skills and a deeper understanding of their own culture and society. Furthermore, CLT aligns with the more pragmatic and communicative global approach to language teaching. It makes language learning for students more interactive, engaging, and meaningful. This can result in greater learning motivation and engagement. In addition, it can prepare students for success in academic and professional settings, where effective interpersonal ability is essential.
... The significant improvement in overall scores is comparable with other disciplines of medical and health professional education. 17,19,21 The students demonstrated enhanced ability to comprehend the professional practice standards by making meaning of their virtual patient experiences. Reflective exercise following every online session of the 'introduction to patient care' course stimulated deep thinking contributing to developing their confidence and thoughtful communication skills. ...
Purpose
Optometry education strives to develop competencies required for reflective practice in its pupils. The forced changes in academia during COVID-19 pandemic, rapid switching to online methods imposed serious challenges on the training of reflective skills. We hypothesize that the synchronous online sessions of case-based reflections are effective in imparting training for reflective practice in optometry students.
Methods
A prospective study was done with planned, synchronous, online, small group workshops for case-based reflections through the second year of optometry program during ‘introduction to patient care’ course. The reflective competencies were measured with a modified Groningen Reflection Ability Scale (GRAS) at the beginning and towards conclusion. Data was analysed with Mann-Whitney one tail test and qualitative thematic methods.
Results
Total of 104 students participated in the study. The aggregate score showed significant improvement (p<0.05) in students’ reflective ability. A rising trend was seen in each component namely self-reflection, empathetic and communication reflections.
Discussions
The results demonstrate that the reflective skills can be developed using virtual patient experiences, case-based reflective practices conducted in synchronous small group workshops in online mode. Students perceived it as useful activity in developing themselves as healthcare professionals.
... Additionally, the potential for students to game their reflections also calls into question the efficacy of these types of assessments. A possible solution is to shift the focus of assessment from content to process, where learners' ability to demonstrate reflexivity is assessed, although currently there is very little research to indicate what this might look like (for example, [93]), and none within cultural safety education. Arguably then, there is a need for more research to determine how best to assess reflexive skills within cultural safety education without reducing it to either a checklist approach or a navel-gazing exercise [40]. ...
Cultural safety is increasingly being taught in tertiary programmes of study for health professionals. Reflexivity is a key skill required to engage in culturally safe practice, however, there is currently limited literature examining how reflexivity is taught or assessed within cultural safety curricula. A systematic review of the literature up until November 2021 was conducted, examining educational interventions which aimed to produce culturally safe learners. Studies were limited to those with a focus on Indigenous health and delivered in Australia, Aotearoa New Zealand, Canada, and the United States. A total of 46 documents describing 43 different educational interventions were identified. We found that definitions and conceptualisations of reflexivity varied considerably, resulting in a lack of conceptual clarity. Reflexive catalysts were the primary pedagogical approaches used, where objects, people, or Indigenous pedagogies provided a counterpoint to learners’ knowledges and experiences. Information regarding assessment methods was limited but indicates that the focus of existing programmes has been on changes in learner knowledge and attitudes rather than the ability to engage in reflexivity. The results demonstrate a need for greater conceptual clarity regarding reflexivity as it relates to cultural safety, and to develop methods of assessment that focus on process rather than outcomes.
... The literature also claims that e-portfolios are often invalid and unreliable (Dune et al., 2018). Students in the current study also detected that some of their peers had a tendency to repeat themselves and paraphrase or even plagiarise as they did not have enough time to spend when working on their portfolios (also in Yang et al., 2016). ...
The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.
... The literature also claims that e-portfolios are often invalid and unreliable (Dune et al., 2018). Students in the current study also detected that some of their peers had a tendency to repeat themselves and paraphrase or even plagiarise as they did not have enough time to spend when working on their portfolios (also in Yang et al., 2016). ...
Despite the increasing support for the use of e-portfolios, research on its utility is just beginning to emerge. In terms of the current study, 200 students were asked to create digital portfolios with Padlet, share their e-portfolios via their Virtual Learning Platform (VLE), and ask for peer and lecturer feedback every time they completed a written task. Using a diagnostic test and their final assignment, students had to write a reflective report at the beginning and the end of an academic term. They also interacted every week using a forum created by their lecturer to enhance collaboration and peer support. At the end of each interactive feedback session, they had to reflect on their work and the feedback they received and post their self-reflections on the forum. Findings indicated that students managed to improve their writing performance significantly and enhance their motivation towards writing and learning in general due to this innovative alternative assessment method. This was evident from their final reflective reports, their focus group discussions, and the anonymous feedback they provided through Mentimeter. Students reported that they enjoyed this interactive experience which was both engaging and rewarding. However, students expressed their wish for more support when using IT tools and e-portfolios and asked to be guided to develop their writing and reflective skills and engage even more with their e-portfolios.
Hard skills are the technical expertise and knowledge needed for a job. Soft skills are interpersonal qualities, also known as people skills, and personal attributes that one possesses. Business executives consider soft skills a very important attribute in job applicants. Employers want new employees to have strong soft skills, as well as hard skills. This study identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.
Pre‐service teachers in the Faculty of Education of the University of Malta compile a Professional Development Portfolio (PDP) which includes artefacts and reflective writings. The process of developing their PDP enables student teachers to grow and develop professionally. This paper explores whether the reflective learning skills which teachers acquire in their pre‐service education are retained in their first year of teaching. The study suggests that these skills are internalised by teachers and used in an informal manner to help them reportedly cope better with their new role as effective teachers.
Introduction The aim of this study was to gain an understanding of radiology professionals’ awareness of, and approach towards e-portfolio use. A further aim was to monitor the effect of the training intervention, and individuals’ views and attitudes towards e-portfolio usage in their continuous professional development. Materials and Methods Questionnaires were initially distributed to 142 radiology professionals in the pre-intervention phase to investigate individuals’ knowledge and understanding of e-portfolios. An intervention phase was then carried out consisting of training such as lectures, handouts, and group discussions relative to the benefits of e-portfolio use. Post-intervention questionnaires were then distributed to those participants who had responded to the initial survey and had experienced training during the intervention phase. Quantitative data was collected through the pre and post-intervention questionnaires using attitudinal questions with Likert scales. Results were then analysed to determine any significant correlations following the intervention. Results Ninety-nine respondents completed the questionnaire in the pre-intervention phase resulting in a response rate of 70%. The response rate decreased to 79% in the post-intervention phase. Statistically significant post-intervention results indicate that radiology professionals' perceptions towards e-portfolios improved following training and enhanced their interest to adopt it for lifelong learning. Discussions It is evident that individuals’ understanding of what e-portfolios are and how they can help to develop an individual both professionally and personally is lacking. Following the intervention period the positive responses from participants increased significantly indicating that in order to encourage the future use of e-portfolios amongst those who work in radiology, either clinically or academically, prior training and awareness sessions would be beneficial.
Interprofessional education and cultural competence are both necessary for health professionals working in interprofessional teams serving diverse populations. Using a pre-post-survey case series design, this study evaluates a novel learning activity designed to encourage self-reflection and cultural competence in an Australian interprofessional education context. Undergraduate health professional students in a large subject viewed three 7-15 minute videos featuring interviews with persons of a minority cultural, linguistic, or sexual group who were living with a disability or managing a health condition. Immediately afterwards, students in interprofessional groups completed a structured activity designed to promote interprofessional and cultural reflection. A localised version of a validated scale measured cultural competence before and after the learning activity. Results suggest the value of video-based learning activities based on real-life examples for improving cultural competence. Despite initially rating themselves highly, 64% of students (n = 273) improved their overall cultural competence, though only by M = 0.13, SD = 0.08, of a 5-point rating-scale interval. A nuanced approach to interpreting results is warranted; even slight increases may indicate improved cultural competence. Suggestions for improving the effectiveness of video-based cultural competence learning activities, based on qualitative findings, are provided. Overall the findings attest to the merit of group discussion in cultural competence learning activities in interprofessional education settings. However, the inclusion of group discussions within such learning activities should hinge on group dynamics.
Rather than limit people to the e-portfolio model, why not develop a model providing a personal Web space for everyone, for their lifetimes and beyond?
Purpose – The purpose of this paper is to find answers to the following questions: How do employers think about e-portfolios? Do employers really see e-portfolios as a suitable hiring tool? Which factors in students' e-portfolios attract potential employers? Can e-portfolios be successfully used by students in their search for a job? Design/methodology/approach – A semi-structured interview survey was used in this study. All ten interviewees were HR managers from ten different companies. They were interviewed face-to-face between December 2010 and May 2011. In order to collect a broad range of multiple ideas, the interviewees came from a wide range of industries including tourism, product design, real estate, information and technology, insurance, recruitment service, and others. Findings – The results of this survey showed that the e-portfolio is perhaps still in its early stage of development. Nevertheless, the employer interviews indicate a high and consistent level of interest by the employers, indicating a promising future of the e-portfolio as a job search tool. In addition, employers can use specific information to conduct to pre-screen candidates. On the other hand, they may include the e-portfolio as a factor in the final phase of the selection process to obtain a deeper and more complete level of information (e.g. learning reflections) that can clearly demonstrate a job applicant's characteristics and potential for career development. Originality/value – Faculty members and career service staff in universities and colleges should consider promoting e-portfolios to employers as a promising tool for selecting their next employee.
This paper reports on a successful attempt to use the portfolio as a sole assessment tool for an upper level language arts course at an English‐medium university in Lebanon. Over four consecutive years in the spring semester, the teacher/researcher devised a special syllabus based on the teaching/learning of text discourses and other language tasks emphasizing skills to improve the English language of the learners. Only students’ portfolios were used to evaluate students’ work. The learners, majoring in Education or English, worked on various language tasks. They presented and assessed their work according to rubrics. Learners had to self‐reflect on each task, have a one‐to‐one conference with the class teacher, and assign a letter grade to their work. Results indicated that though using only portfolios for assessment purposes was a rather difficult task, it was still more effective than traditional assessment. Working on self‐assessed portfolios actively engaged learners in the learning process.