Facilitating students' reflective practice in a medical course: literature review

Introduction:
Reflection and reflective practice is of increasing importance in medical education curricula. The aim of this review is to summarise the literature published around facilitating refection in a medical course, and to answer the question: What is the current evidence regarding learning and development moments across the medical curriculum in developing students' reflective practice?

Methods:
A review of the literature was undertaken using defined databases and the search terms 'medical students', 'medical education', 'reflection', 'reflect*' and 'medicine'. The search was limited to peer-reviewed published material in English and between the years 2001 and 2011, and included research, reviews and opinion pieces. Results: Thirty-six relevant articles were found, identifying enhancing factors and barriers to effectively teaching reflective practice within medical curricula, relating to: The breadth of the meaning of reflection; facilitating reflection by medical educators; using written or web-based portfolios to facilitate reflection; and assessing the reflective work of students.

Discussion:
A variety of reflective purposes was found in this literature review. Evidence indicates that, if students are unclear as to the purpose of reflection and do not see educators modelling reflective behaviours, they are likely to undervalue this important skill regardless of the associated learning and development opportunities embedded in the curriculum.

iTeach we learn via mobile apps : "a case study in a business course"

Mobile smart phones and Mobile applications (apps) can be seen as an added opportunity for education and for teachers in particular, this can be true if educational institutions are willing to enable this type of delivery mechanism. With the recent development of app technologies in today’s society and the shift towards mobile technologies (devices and applications), it seems hard to imagine better devices and tools that can grant students easy and on demand access to learning content. These smart devices and technologies are multitasking and can offer variety of educational apps that teachers and students are able to integrate into their daily learning activities and can carry with them anywhere. In this paper mobile apps and their integration in education are discussed, a case study on the use of three mobile apps (e-Lecture-Producer, Dropbox and QR Code) in an educational setting in a Business e-commerce course is described. Results and outcomes are discussed based on the results from the case study.

Use of web-conferencing software to enhance practical learning for distance students in a first-year Engineering course

BACKGROUND : For many years, Deakin University has delivered an accredited undergraduate engineering course by means of distance education. One of the chief challenges is to provide the necessary practical instruction and experience in engineering to these students. In first-year physics and first-year materials science, off-campus students normally attend on-campus lab classes either on a Saturday or as part of a residential school. However, because some students live either interstate or overseas, it is sometimes impossible for small groups of students to attend an on-campus lab class. PURPOSE : This paper investigates whether web-conferencing software can be an effective means for delivering practical classes to small groups of distance students in first-year physics and also first-year materials. METHOD : Over three semesters in 2012, we employed the Elluminate-Live! software platform to broadcast six lab practicals in first-year physics, and one practical in first-year materials engineering. The students submitted practical reports as did all the other students in each unit. The students in each unit fell into three groups: on-campus students, off-campus students who performed their practicals on-campus, and off-campus students who performed their practicals “virtually” via an Elluminate-Live! session. RESULTS : The trials showed that it is possible to broadcast both physics and materials practical classes by means of web-conferencing software. Report marks of the students performing practicals by this method were comparable to those in the other groups. CONCLUSIONS : Our experience with four initial trials in delivering practical classes over the Internet was encouraging, and showed that the concept will work if done in an effective way.

Practically and productively analysing Course Experience Questionnaire student comment data

Australia national survey of graduates from 1993 onward. In addition to quantitative items, the CEQ also includes an invitation to respondents to write open-ended comments on the best aspects (BA) of their university course experience and those most needing improvement (NI). These responses provide a rich source additional information that can help in understanding what students had in mind when agreeing or disagreeing with the CEQ response items. Based on more than 160,000 comments from students graduating from 14 Australian universities over the period 2001-2004, Scott (2006) developed a five domain model (Outcomes, Staff, Course design, Assessment and Support) for the classification of CEQ comments, as well as a software package (CEQuery) to automate the analysis of CEQ BA and NI comment data. While computer automated comment analysis is convenient, there are a number of known limitations to this approach, and where the number of student comments is not large, manual coding/classification is a viable, and arguably superior, approach.

Graduate students lend their voices : reflections on the 10th seminar in health and environmental education research

Graduate students were invited by their faculty advisors to attend the 10
th Seminar in Health and Environmental Education Research. Afterward, they were encouraged to comment on their experiences, involvement, and positioning. Two main authors developed survey questions and retrieved, analyzed, and synthesized the responses of four other graduate students. The overall experience of attending an invitational research seminar evoked various ideas about graduate students’ present and future roles in research communities.

The course of uveitis in pregnancy and postpartum

Aim
To examine the course of non-infectious uveitis during pregnancy.

Methods
This is a retrospective case series. The medical records of 47 subjects with a previous history of non-infectious uveitis pre-dating their pregnancy were reviewed. Uveitis activity during the periods 1 year before pregnancy, during pregnancy and 1 year postpartum, were recorded. Information on patient demographics, type of uveitis, medication use, sex of child and breastfeeding status were also collected. The main outcome measures were the events of flare-ups during the prepregnancy, pregnancy and postpartum periods.

Results
The rate of flare-up was 1.188 per person year prior to pregnancy, 0.540 per person year during pregnancy and 0.972 per person year in postpartum (p<0.001 for comparison between prepregnancy and pregnancy; p=0.009 for comparison between pregnancy and postpartum). Rates of flare-up only began to decrease in the second trimester. After delivery, rates of flare-up rebounded and within 6 months postpartum, flare-up rates were not significantly different from prepregnancy levels (p=0.306). Even so, 40% of subjects were found to have remained inactive within 1 year postpartum.

Conclusions
Uveitis activity decreased by mid-pregnancy, but returned to prepregnancy levels within 6 months postpartum. These findings may be used to adjust uveitis management during pregnancy and the postpartum period.