Learning Through Reflection

Learning Through Reflection

Deirdre Yarosh, PharmD, MA

PGY-1 Pharmacy Practice Resident, MedStar Georgetown University Hospital

“We do not learn from experience... we learn from reflecting on experience.”

― John Dewey

What is reflection

In today’s fast-paced learning environment, many students suffer from information overload. In this setting, sifting through the overwhelming amount of information to identify key concepts can be challenging for learners. To build upon key concepts, learners must pause and reflect to consider what has been learned, the significance of what has been learned, and what they plan to do with that information. Through reflection, learners create connections between recent experiences and past experiences to problem-solve and develop a strong foundation to expand upon what has been learned. Reflection serves as a valuable tool to develop higher level thinking skills.¹

Mezirow described reflection as an active process that involves assessment of assumptions contained in beliefs, including beliefs relating to problem-solving.¹ However, he explains that critical reflection, a subset of reflection, refers to the action of challenging the validity of assumptions from past learning experiences.¹ Through critical reflection, learners evaluate the appropriateness of their understanding and beliefs, considering recent learning experiences and present contexts.¹ Therefore, learning through critical reflection allows learners to elaborate, differentiate, and reinforce frames of reference or to develop new, valuable insights and perspectives.¹   

Value of reflection

Evaluating the value and efficacy of learning through reflection can be a challenge. However, Di Stefano et al. recently conducted a study at Harvard Business School with the purpose of comparing the effectiveness of different sources of learning.² Their goal was to determine which learning source yielded the greatest benefit relative to future performance.² Specifically, the authors studied learning at the individual level and evaluated the degree to which individuals learn by additional experience compared to “articulation and codification” of past experiences (reflection).² Their hypothesis stated that once an individual has gained experience with a task, the benefit of additional experience is inferior to the benefit of reflecting on the experience.² The authors implemented a mixed-method design incorporating results from laboratory experiments and field studies.² Three separate studies were conducted to evaluate the hypothesis and reflective behaviors versus accumulation of additional experiences did result in benefits for individual learners.² The results support the idea that reflection is a powerful tool for learning.  

Models of reflection

There are a variety of models of reflection in existence to aid in individual reflection. Information regarding some of the more common models of reflection is presented below.

·         Borton (1970): This model includes three questions: 'What?', 'So What?' and 'Now What?' The ‘what’ refers to what happened.³ The ‘so what’ refers to why it matters.³ The ‘now what’ refers to what will be done because of the experience.³ The learner must consider each question and construct responses thereby reflecting on what they have learned and to help them develop ways in which to improve.

·         Kolb's Learning Cycle (1984): This model relies on personal experiences which are then analyzed and evaluated in three stages.⁴ The cycle starts with an experience, the next stages include reflective observation, followed by abstract conceptualization, and, finally, active experimentation.⁴ At the completion of the cycle, new experiences accumulate and the cycle begins again.

·         Gibbs Model of Reflection (1988): This model includes six stages of reflection.⁵ The first stage is description (what happened), followed by feelings (describe thoughts/feelings), evaluation (what did you like/dislike), analysis (take home message), conclusion (what else could have been done), and action plan (what would will be done differently in the future).⁵  

·         Brookfield (1995): This model encourages the learner to reflect through four different perspectives (or lenses).⁶ Through viewing the experience through the autobiographical lens, the individual considers the situation in relation personal past experiences and current feelings.^3,6 The students’ lens allows the individual to view the experience through the eyes of their students.⁶ The colleague (or peer) lens encourages the individual to view the situation through the eyes of their colleagues.⁶ The last lens is the theoretical lens.⁶ This lens requires the learner to refer to literature to evaluate theories to develop a better understanding of the situation.^3,6 All four perceptions offer new insights into a situation in order to help the individual learn and identify ways in which to improve.

Applying reflection in education

For pharmacy students, reflective assignments can be especially valuable tools for developing critical thinking skills during experiential learning. The students have learned the foundational material in the classroom and learn to apply this information during experiential learning courses. The process of reflection can help a student formulate new ideas based on their observations and hands-on experiences allowing them to make connections between classroom learning and living, breathing patients. Incorporating reflection into the education process can, at times, be challenging. For instance, reflective assignments require a great deal of time and are better suited for experiential based versus lecture based courses. However, building assignments into the curriculum can help to reinforce key concepts. Some examples of activities to encourage reflection include, blog posts, journals, group discussion, think-pair-share, and essays (ex. what, so what, now what). As we continue to transition into teaching roles, we can not only apply these reflective models and strategies to help our students learn but to help improve our learning as well.

References

1.    Mezirow J. How critical reflection triggers transformative learning. In: Fostering Critical Reflection in Adulthood. San Francisco, CA: Jossey Bass; 1990: 1–20. http://184.182.233.150/rid=1LW06D9V6-26428MK-1Z64/Mezirow's%20chapter,%20How%20Critical%20Refletion%20Triggers%20TL.pdf. Accessed October 15, 2017

2.    Di Stefano G, Gino F, Pisano G, Staats B. Making experience count: the role of reflection in individual learning. Harvard Business School NOM Unit Working Paper No. 14-093; Harvard Business School Technology & Operations Mgt. Unit Working Paper No. 14-093; HEC Paris Research Paper No. SPE-2016-1181. Updated June 14, 2016. https://poseidon01.ssrn.com/delivery.php?ID=467087112103026082095078029015111081113017041087020051010016076024098095122102109089004033055004033104044081104002005112087064062033006049092000076115080021095026003066018121021083029116079016127126093065095007125127006093116121024123076107089084097&EXT=pdf. Accessed October 15, 2017.

3.    Mcclean T. Models of reflection. The Institute. Updated 2013. https://theinstitute.gov.gg/pluginfile.php/2086/mod_page/content/23/Reflective%20Writing%20Booklet.pdf. Accessed October 15, 2017.

4.    Brown N. Reflective model according to Kolb. Updated August 25, 2015. http://www.nicole-brown.co.uk/reflective-model-according-to-kolb/. Accessed October 15, 2017.

5.    Reflective writing. Skills for Learning. Updated April 12, 2016. http://www.salford.ac.uk/__data/assets/pdf_file/0009/604665/Reflective-writing.pdf. Accessed October 15, 2017.

6.    Brown N. Reflective model according to Brookfield. Updated August 28, 2015. http://www.nicole-brown.co.uk/reflective-model-according-to-brookfield/. Accessed October 15, 2017.