Examining critical reflection skills in an undergraduate gerontology course

Datos Bibliográficos

ID21537693
AutoresChristine Sheppard (0000-0002-6487-3287, University of Waterloo), Jia Gilani (University of Waterloo), Elena Netierman (0000-0001-6767-6169, University of Waterloo, autor de correspondencia)
Año2022
Volumen48
Número11
Páginas536-548
Fecha de publicación2022-11-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Gerontology (JOURNAL)
Identificadores de la revistaISSN: 0360-1277 • E-ISSN: 1521-0472
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03601277.2022.2047505
OpenAlexW4214826129
IdiomaEN
Citas recibidas2
Referencias citadas28

Experiential learning and reflection activities are often used to enhance students’ understanding of and attitudes toward aging; however, deep reflection is difficult to achieve, and research shows students demonstrate varying abilities to reflect. This study examined the extent to which students in a third-year gerontology course were able to engage in reflection after completing an assignment that included an interview with an older adult. Data included 72 student-written reflections that were classified as descriptive, analytical, or critical based on their depth. Inductive thematic analysis was conducted to understand what students reflected on within their experience and how this varied across levels of reflection. Overall, the assignment fostered a greater understanding of aging and prompted students to think more about what they wanted for their own aging process. Most students, however, reflected at the descriptive (32%) or analytical (50%) level; only 18% engaged in a critical reflection, indicating that critical reflection was not a skill demonstrated by all students. We make recommendations on how to enhance experiential learning activities to encourage critical reflection among students, including more structured and frequent reflection activities, more interactions with an older adult to build a deeper relationship and learn more about their life experiences, and more opportunities to develop qualitative interviewing skills

Critical thinking · Experiential learning · Interview · Mathematics education · Medical education · Pedagogy · Qualitative research · Sociology · Thematic analysis · Higher Education and Employability · Medicine · Nursing education and management · Psychology · Reflective Practices in Education