To make best use of the learning opportunities provided by the research process, specific periods for formal reflection were incorporated for the three key stakeholders involved: the primary researchers; research assistants; and community members.
This peer review was complemented by each participant's own explicitly framed evaluation of his/her IU through a formal reflection form (accessible at http://serc.carleton.edu/genomics/workshop09/index.html).html
Our findings suggest that the teaching of professionalism should incorporate more formal reflection on the complexities of medical practice, allowing students and educators to openly explore and articulate any perceived tensions between what is formally taught and what is being observed in clinical practice.
In RPD, TAs worked in cooperative learning groups in which they developed a community of practice that provided regular, ongoing support (van Driel et al., 2001) and a context for formal reflection (e.g., Richardson, 1996; Mezirow, 2003; Tanner, 2012) that often served as the basis for changes in the lab itself and in the design of the weekly prep meeting.
Results suggest that the teaching of professionalism should incorporate more formal reflection on the complexities of medical practice, allowing students and educators to openly explore and articulate any perceived tensions between what is formally taught and what is being observed in clinical practice.
Ethnographic or observational research could add to these formal discursive reflections by studying how security managers and country directors act towards and informally talk about technology and the implications of it.
The PDs' interactions with their mentors included examination of formative feedback from teaching videos, discussions about course design, students' feedback, and formal self-reflection before the second annual workshop.
The last sub dimension, team reflection, refers to formal, purposive forms of reflection and monitoring of the quality of performance between professionals.
This is the opposite relationship from earlier versions of SURGE, where the informal space provided the hub of activity, while the formal spaces augmented reflection.
The provision of opportunities for formal and informal reflection on practice, debriefing and support could be more extensive.
