VMS1002 Learning Strategies and Reflective Writing PDF

VMS1002 Learning strategies and reflective writing Jen McLay Session aim Consider ‘roadblocks’ to learning and strategies to overcome them Explore the features of effective reflective writing Transition to vet school Common for students to find university performance lower than what th...

VMS1002 Learning strategies and reflective writing Jen McLay Session aim Consider ‘roadblocks’ to learning and strategies to overcome them Explore the features of effective reflective writing Transition to vet school Common for students to find university performance lower than what they have experienced in school or college. Meta-cognition: Actively reflect your own learning, particularly in situations you found challenging/difficult or has put you out of your comfort zone Self-monitoring: strengths/weaknesses Image source: https://www.queensu.ca/teachingandlearning/modules/students/24_metacognition.html Critical thinking mindset Effective ‘tool’ for learning at university and beyond. Helps with meta- cognition  Mind maps – useful learning tool Focused on one key concept  Concept mapping – useful learning tool Several Relationships concepts between explored. concepts are defined Transition to Vet school – common learning issues Three key issues Academic Skills and Development team encounter from Vets: Note making Planning and managing time Exams and revision  Note making Look at ways to improve efficiency in note making (thereby saving time!). Try different ways and find what works for you. Cornell Mapping Charting Outlining Further reading on this topic: https://surreylearn.surrey.ac.uk/d2l/le/lessons/215610/topics/2277968 Planning and managing your time BSc Veterinary Medicine is a demanding degree! Work-life balance is very important both mentally and physically, therefore it is important to self-manage your time. Tip: try and make good use of technology available, for example: Timetable feeds (https://study.surrey.ac.uk/course-information/your-timetable), Accessing Surrey365 (includes MS Outlook) MyDashboard app (https://it.surrey.ac.uk/mydashboard) Use planners, to do lists, calendars – either paper or electronic. You decide what you prefer. Further reading on this topic: https://surreylearn.surrey.ac.uk/d2l/le/lessons/215610/topics/2277919 Exams and revision Be open to the possibility that how you revised previously may not work as well at university. Reflect and work out what is working well and what is not working so well in terms of revision. Explore alternative forms of revision at our exam and revision portal: https://surreylearn.surrey.ac.uk/d2l/le/lessons/215610/units/2597370 The importance of reflection Reflection is a lifelong skill that has many benefits: » Highlighting to you, areas for improvement and development (metacognition) » Enabling you to repeat in the future approaches that worked well » Aids problem solving » Aiding creativity and helping to avoid stagnation » Helping to you overcome assumptions (people, situations) » Developing your emotional intelligence (self-awareness, self-regulation, motivation, empathy, social skills) both at personal and professional level » Helping you to maintain a healthy work-life balance » RCVS Vet Graduate Development Programme (VetGDP) requirement Models of reflection John Dewey is considered to be the founding father of reflection, where reflection is an active and not a passive process. Several models of reflection have developed from Dewey’s theory, which can be used to guide your own reflective thinking process. Models of reflection Kolb’s Cycle Being critical when reflecting 1) Describe: Choose one part of the learning experience DESCRIBE and write about what happened. What? ANALYSE 2) Analyse: Explain what the learning experience means. So what? EVALUATE 3) Evaluate: Show how successful the learning experience was. Now what? YOU This leads to self-knowledge. Adapted from Driscoll’s (2007) model of reflection and RMIT (2013). You can watch this video by Rachel Stead which provides a comprehensive outline of this model (8 minutes): https://www.youtube.com/watch?v=-fFkZ7un-gA Reflective writing – example one I had a difficult experience at a vets on work experience. The cat was ill and the owners refused to treat it or take it to the specialist so they took it home. The vet was angry about this and I think the owners should have found the money to make the cat better. The vet also said they should put the cat to sleep but I don’t think thats fair for the cat. A lot of owners have pets and don’t want to spend the money when they get sick but they should just get insurance or something or they just shouldn’t have pets in the first place. A vet should make sure the owner will pay to get there pets better as that is there responsibility to the animal. If the owner really cant pay, the vet should of either treated the patient for less money or got the owners to rehome the cat to a shelter instead. The owner looked sad but its their own fault after all so I didn’t really feel that sorry for them. When I’m a vet I’ll make sure people treat their pets properly and will spend the right money on their pets. I also think Ill try to be kinder to people who don’t have much money and do things cheaper if it wasn’t their fault, like if they just lost there job. I did like my work experience though, it was good to see what vets and nurses are doing so I wont let this one bad thing get me down or put me off. Reflective writing example one - feedback ✓ Strong ‘voice’! ❑ Informal – emotive language used to convey personal feelings ❑ Poor spelling and grammar ❑ Purely descriptive ❑ Limited reflection included ❑ Lack of evidence (references) ❑ No attempt at criticality, just an opinion piece Reflective writing – example two On my next visit, I asked the more junior vet if she could find some time to discuss the case as I had found it upsetting. We spoke about the options the client has been offered and whether there was anything else we could have done differently. The vet looked up the patients notes and confirmed that the client had returned the next day for the cat to be euthanised so it was no longer suffering. We also discussed how these cases can impact the whole team, especially the vet responsible for the case. I learnt a lot from this case, both in terms of clinical knowledge and how to approach difficult conversations with clients; but also developing my awareness of how my colleagues may have been feeling. This experience also helped to give me an insight into why the senior vet could seem stressed on busy days. In the future I will ensure I am checking in with my team, especially after upsetting consultations or procedures. I will also take the time to discuss my own difficult cases with my colleagues as they may be able to offer different solutions and offer emotional support to me as well.  Reflective writing example two - feedback ✓ Formal language with accurate spelling and grammar to create academic writing style ✓ Clearly demonstrates the ‘what?’, ‘so what?’ and ‘now what?’ ✓ Includes personal reflection of experience ✓ Attempts at criticality by explaining reasoning ❑ Evaluation could have included links to theory or research on stress / emotional impacts in the veterinary workplace ❑Lack of evidence (references) Key features of academic writing Formal tone (using relevant terminology of your discipline) Objective (impersonal, using 3rd person, balanced viewpoint, evidence based) Precise (avoid vagueness, give specifics) Concise (explain complex information simply, avoid long winded sentences and paragraphs to maintain readers attention) Evidence used to support writing (e.g. research papers, theories, academic textbooks, etc.) Structured (planned, flow, leads reader to logical conclusion) Have a look at our suite of writing resources to further develop your understanding of academic writing at university: https://surreylearn.surrey.ac.uk/d2l/le/lessons/215610/units/1839471 Reflective writing vs academic writing How might it differ in style compared to the writing style for another essay? Use of first person as well as third person Based on personal perspectives And the similarities, bearing in mind this is reflective writing in an academic context? Structure: introduction, main body and conclusion Use of evidence, synthesis, critical writing. Evidence may be both academic and personal experience based. Attention to correct grammar, punctuation and appropriate academic language Note: Like any other form of writing, the act of writing itself can help you to reflect and think more deeply and more critically. Reflective writing resource A good overview about reflective writing, which includes: What is reflection Benefits Writing a reflection (structure, linking to theories/evidence) Tips and strategies https://surreylearn.surrey.ac.uk/d2l/le/lessons/215610/topics/2839478  Reflective writing language – demonstrating the ‘so what?’ Source: DCQE, University of Portsmouth www.port.ac.uk/ask  Reflective writing language – demonstrating the ‘now what?’ Source: DCQE, University of Portsmouth www.port.ac.uk/ask Common errors in reflective writing Too informal – remember it is still an academic piece of writing. Too little or too much detail. Avoid being too descriptive. Analyse and evaluate. Try using this useful resource from the Poor organisation and structure. Open University: Good vs. poor critical Remember it is an academic assignment (essay). reflection Maintain your focus and avoid drifting. Avoid being judgemental (moralising). Aim to describe events accurately and honestly. Visit us for: Drop-ins Appointments Workshops Resources Email us: [email protected] Explore our module for more information: My Learning Development at Surrey