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The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays
Open accessAbstract
INTRODUCTION: The development of professional behaviour is an important objective for students in Health Sciences, with reflective skills being a basic condition for this development. Literature describes a variety of methods giving students opportunities and encouragement for reflection. Although the literature states that learning and working together in peer meetings fosters reflection, these findings are based on experienced professionals. We do not know whether participation in peer meetings also makes a positive contribution to the learning experiences of undergraduate students in terms of reflection. AIM: The aim of this study is to gain an understanding of the role of peer meetings in students' learning experiences regarding reflection. METHOD: A phenomenographic qualitative study was undertaken. Students' learning experiences in peer meetings were analyzed by investigating the learning reports in students' portfolios. Data were coded using open coding. RESULTS: The results indicate that peer meetings created an interactive learning environment in which students learned about themselves, their skills and their abilities as novice professionals. Students also mentioned conditions for a well-functioning group. CONCLUSION: The findings indicate that peer meetings foster the development of reflection skills as part of professional behaviour.
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Peer meetings in which personal experiences from professional practice were discussed proved to foster the development of reflection skills.
“Peer meetings in which personal experiences from professional practice were discussed proved to foster the development of reflection skills (Schaub-de Jong et al. 2009).”
From Work engagement in health professions education (2017) · cites this paper as Schaub-de Jong et al. 2009
The Results report that students practised analyzing experiences in peer meetings, and the Discussion and conclusion describes a strong indication that students developed reflective skills. But the authors say further confirmation is needed and that it remains unclear whether the meetings produce deeper reflective skills. “Proved” overstates their qualitative findings; page numbers are unavailable in our copy. (LLM, conf=0.89)
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References 31 · Cited by 30
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Metadata
- Authors
- Schaub-de Jong, M. A., Cohen-Schotanus, J., Dekker, H., & Verkerk, M.
- Affiliations
- University Medical Center Groningen (NL)
- ORCID
- Verkerk, Marian
- Venue
- Advances in Health Sciences Education
- Published
- 2008-09-03
- Volume
- 14
- Issue
- 4
- Pages
- 503-513
- ISSN
- 1382-4996 (ISSN-L)
- 1573-1677
- PMC
- PMC2744783
- OpenAlex
- W1974054129
- Cited by
- 30
- References
- 31
- Citations by year
- 2025: 1 · 2023: 1 · 2022: 3 · 2021: 1 · 2020: 1 · 2019: 1 · 2018: 1 · 2017: 2 · 2016: 2 · 2015: 1 · 2014: 4 · 2013: 1 · 2012: 2
- FWCI
- 13.03
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc
- Locations
- Advances in Health Sciences Education (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (publishedVersion, cc-by-nc)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- reflective practice, professional development, health sciences students, undergraduate education, professional conduct, learning experience, student portfolios, novice professionals
- MeSH terms
- Adolescent, Adult, Clinical Competence, Cooperative Behavior, Curriculum, Female, Group Processes, Health Personnel, Humans, Learning, Male, Middle Aged, Peer Group, Staff Development, Teaching, Writing, Professional Role, Qualitative Research, Young Adult
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