Taking the learning beyond the individual: how reflection informs change in practice
Fiona Muir1, Mairi Scott1, Kevin McConville1, Kenneth Watson2, Kazem Behbehani3 and Faten Sukkar4
1uTayside Centre for General Practice, School of Medicine, University of Dundee, UK
2Student, School of Medicine, University of Dundee, UK
3Dasman Diabetes Institute, Kuwait
4Department of Education and Training, Dasman Diabetes Institute, Kuwait
Submitted: 02/09/2013; Accepted: 01/02/2014; Published: 08/02/2014
Int J Med Educ. 2014; 5:24-30; doi: 10.5116/ijme.52ec.d21f
© 2014 Fiona Muir et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0
Objectives: The purpose of this research was to explore the value of reflection and its application to practice through the implementation of educational modules within a new Diabetes Care and Education Master Degree Programme in Kuwait, and to realise how this teaching intervention informs changes in practice.
Methods: A small exploratory case study was conducted within the Dasman Diabetes Institute, Kuwait. A qualitative approach using focus group interviews was carried out with seventeen participants all of whom are studying on the Diabetes Care and Education Master Degree Programme in Kuwait. An inductive approach to thematic analysis, which focused on examining themes within data, was performed.
Results: The results indicate that participants value the opportunity to study through organised, structured and assessed reflection. The learning provides useful infor-mation and support to the participant by highlighting the role which reflection plays to enhance personal and professional development, the value of educational theory, continuing professional development, collaboration and enhancing patient education and practice.
Conclusions: The significance of reflection is often seen in the literature as an important aspect of professional competence. This research has highlighted the value of reflection as a key component within a new educational programme.