This simple three-step process enhances critical reflection on each course unit.
During this process, preceptors need to promote reflection as an educational strategy to enhance critical thinking and problem-solving skills, and thereby, support the student's ability to implement generalized theoretical knowledge into patient-centred problems within each specific health-care context.
Group learning has been shown to enhance critical thinking abilities.
This provided a means for critical reflection and enhanced and deepened the perspective and meanings we had started to build during observations and informal conversations.
Findings suggest that students who participated in web-conferencing demonstrated critical reflection and enhanced learning through interactions with others (Armstrong & Thornton, 2012), higher-order thinking (e.g., problem-solving, synthesis, evaluation) in response to challenging assignments (Wdowik, 2014), and motivation to learn, particularly when using polling features (Hudson et al., 2012).
These skills include "reflective thinking – purposeful reflection, higher-order reasoning, critical reflection, critical thinking and reflective judgments" (Tarricone 2011, p. 199).
Giving more time and space to critical reflection of individual and team practices could enhance personal and interpersonal skills in a work environment.
Our findings raise some important areas for critical reflection that are relevant to practitioners and researchers.
What emerged as a pivotal parameter in designing educational interventions is to focus on small group educational events which could provide a supportive friendly context, enhance motivation through learner-centered approaches and allow interaction, experimentation and critical reflection.
Furthermore, qualitative analysis of the data indicated that a significant parameter in designing educational interventions is to focus on educational events which could provide a supportive friendly context, enhance motivation through learner-centered approaches and allow interaction, experimentation and critical reflection.
