Appendix 1 Ideas for reflective journals/diaries

Questions that may help you in your preparation of your Reflective Diary/Journal:

•Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you learned in your past lectures? Did you clarify with your supervisors or peers about the issues identified (If not, why? Are your action justified? Did this help you in your learning etc. SELF ASSESSMENT)

•What actions did you take and what are the results (what did you learn)?

•What did you learn about yourself with regard to your learning attitude, your knowledge about CL practice? (You need to be frank and honest in your entries. If you did not, why? Talk about how you felt, your fears etc.. How could you or staff help you overcome these fears?)

•What have you learned from interacting with others (peers/supervisors/staff etc)?

•Have you been open to share with others and to listen what others have to say?

•How is practice different from theory? (Did this exercise help you to understand your theory and the application of theory better? How? Why? etc...)

•Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/ labs?

•What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures?

•What did you learn from writing this reflective journal? Did your peers gain anything from YOUR involvement in this exercise and vice versa?

•Have you paid attention to both your strong and weak points? (Can you identify them...?)

•Did you learn that different situations call for different strategies in management? (CLC)

•How did CLC/supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc)

•What has helped you most in doing this RW? Did this exercise help you identify areas that need to be changed, improved etc..... in yourself/peers/staff/clinical training etc... Why and how?

•What were your feelings doing this exercise - did you find it helpful? challenging? enjoyable? change the way you learn? (how, why and why not?). Were your feelings different from your peers? Why?

•Did this exercise help you to remember or recall later other aspects of previous experiences that you had forgotten?

•Did this exercise encourage and facilitate communication?

•Did this exercise lead to a deeper appreciation of your learning process and increase your awareness of how you learn?

•Etc........

اخر الاخبار

اخبار العتبة العباسية المقدسة

العتبة العباسية المقدسة تختتم فعاليات الموكب الثقافي العام ضمن مجموعة مواكب أمّ البنين (عليها السلام)

الأمين العام للعتبة العباسية المقدسة يتابع ميدانيًّا خدمات المواكب والأقسام المقدمة لزائري الأربعين

العتبة العباسية المقدسة تحدد موعد إعلان إحصائية زائري الأربعين

مجمع أبي الفضل العباس (عليه السلام) يختتم أعماله الخاصة بزيارة الأربعين بإقامة مجلس عزاء

المزيد

الآخبار الصحية

حجم جزء محدد من الجسم يعكس الصحة العامة ومخاطر الأمراض

تفشي عدوى بكتيرية بفرنسا يحتمل ارتباطها بنوع من الجبن الطري

دراسة حديثة تكشف ما تفعله الشاشات بـ"قلوب الأطفال" !

متلازمة المبنى المريض.. هكذا يتحول تكييف الهواء إلى خطر صحي ؟؟

المزيد

الآخبار التكنلوجية

كيف تتعامل مع حرارة الطقس أثناء القيادة؟

لماذا يجب عليك إيقاف تكييف السيارة قبل إطفاء المحرك؟

دراسة تكشف سببا محتملا وراء زيادة خطر إصابة الأطفال بالتوحد

تشيلي.. العثور على متحجرة حيوان ثديي صغير من زمن الديناصورات

المزيد

مواضيع ذات صلة

Case 2 Online portfolio and group multimedia project

Results, analysis and discussion Case 1 Online role play

Research methodology

The research context

Literature review Characteristics of good assessment practice

Using Online Environments to Promote Assessment as a Learning Enhancement Process

Utilizing an ICT Tool for Moderating, Marking and Managing Assessment in Large Tertiary Classes Conclusions

Response to feedback

Implications for teaching in large classes

Unit coordinator perspective

Tutor perspective

Findings Student perspective