Ideals, activities, dissonance, and processing

A conceptual model to guide educators efforts to stimulate student reflection

Britta M. Thompson, Cayla R. Teal, John C. Rogers, Debora A Paterniti, Paul Haidet

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

PURPOSE: Medical schools are increasingly incorporating opportunities for reflection into their curricula. However, little is known about the cognitive and/or emotional processes that occur when learners participate in activities designed to promote reflection. The purpose of this study was to identify and elucidate those processes. METHOD: In 2008, the authors analyzed qualitative data from focus groups that were originally conducted to evaluate an educational activity designed to promote reflection. These data afforded the opportunity to explore the processes of reflection in detail. Transcripts (94 pages, single-spaced) from four focus groups were analyzed using a narrative framework. The authors spent approximately 40 hours in group and 240 hours in individual coding activities. RESULTS: The authors developed a conceptual model of five major elements in students reflective processes: the educational activity, the presence or absence of cognitive or emotional dissonance, and two methods of processing dissonance (preservation or reconciliation). The model also incorporates the relationship between the students internal ideal of what a doctor is or does and the students perception of the teachers ideal of what a doctor is or does. The model further identifies points at which educators may be able to influence the processes of reflection and the development of professional ideals. CONCLUSIONS: Students cognitive and emotional processes have important effects on the success of educational activities intended to stimulate reflection. Although additional research is needed, this model-which incorporates ideals, activities, dissonance, and processing-can guide educators as they plan and implement such activities.

Original languageEnglish (US)
Pages (from-to)902-908
Number of pages7
JournalAcademic Medicine
Volume85
Issue number5
DOIs
StatePublished - May 2010

Fingerprint

educator
Students
educational activities
Focus Groups
Education
student
Medical Schools
Curriculum
Group
reconciliation
coding
Research
narrative
curriculum
teacher
school

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Ideals, activities, dissonance, and processing : A conceptual model to guide educators efforts to stimulate student reflection. / Thompson, Britta M.; Teal, Cayla R.; Rogers, John C.; Paterniti, Debora A; Haidet, Paul.

In: Academic Medicine, Vol. 85, No. 5, 05.2010, p. 902-908.

Research output: Contribution to journalArticle

Thompson, Britta M. ; Teal, Cayla R. ; Rogers, John C. ; Paterniti, Debora A ; Haidet, Paul. / Ideals, activities, dissonance, and processing : A conceptual model to guide educators efforts to stimulate student reflection. In: Academic Medicine. 2010 ; Vol. 85, No. 5. pp. 902-908.
@article{39e22d00037c41e083cdafcd81e6130d,
title = "Ideals, activities, dissonance, and processing: A conceptual model to guide educators efforts to stimulate student reflection",
abstract = "PURPOSE: Medical schools are increasingly incorporating opportunities for reflection into their curricula. However, little is known about the cognitive and/or emotional processes that occur when learners participate in activities designed to promote reflection. The purpose of this study was to identify and elucidate those processes. METHOD: In 2008, the authors analyzed qualitative data from focus groups that were originally conducted to evaluate an educational activity designed to promote reflection. These data afforded the opportunity to explore the processes of reflection in detail. Transcripts (94 pages, single-spaced) from four focus groups were analyzed using a narrative framework. The authors spent approximately 40 hours in group and 240 hours in individual coding activities. RESULTS: The authors developed a conceptual model of five major elements in students reflective processes: the educational activity, the presence or absence of cognitive or emotional dissonance, and two methods of processing dissonance (preservation or reconciliation). The model also incorporates the relationship between the students internal ideal of what a doctor is or does and the students perception of the teachers ideal of what a doctor is or does. The model further identifies points at which educators may be able to influence the processes of reflection and the development of professional ideals. CONCLUSIONS: Students cognitive and emotional processes have important effects on the success of educational activities intended to stimulate reflection. Although additional research is needed, this model-which incorporates ideals, activities, dissonance, and processing-can guide educators as they plan and implement such activities.",
author = "Thompson, {Britta M.} and Teal, {Cayla R.} and Rogers, {John C.} and Paterniti, {Debora A} and Paul Haidet",
year = "2010",
month = "5",
doi = "10.1097/ACM.0b013e3181d7423b",
language = "English (US)",
volume = "85",
pages = "902--908",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "5",

}

TY - JOUR

T1 - Ideals, activities, dissonance, and processing

T2 - A conceptual model to guide educators efforts to stimulate student reflection

AU - Thompson, Britta M.

AU - Teal, Cayla R.

AU - Rogers, John C.

AU - Paterniti, Debora A

AU - Haidet, Paul

PY - 2010/5

Y1 - 2010/5

N2 - PURPOSE: Medical schools are increasingly incorporating opportunities for reflection into their curricula. However, little is known about the cognitive and/or emotional processes that occur when learners participate in activities designed to promote reflection. The purpose of this study was to identify and elucidate those processes. METHOD: In 2008, the authors analyzed qualitative data from focus groups that were originally conducted to evaluate an educational activity designed to promote reflection. These data afforded the opportunity to explore the processes of reflection in detail. Transcripts (94 pages, single-spaced) from four focus groups were analyzed using a narrative framework. The authors spent approximately 40 hours in group and 240 hours in individual coding activities. RESULTS: The authors developed a conceptual model of five major elements in students reflective processes: the educational activity, the presence or absence of cognitive or emotional dissonance, and two methods of processing dissonance (preservation or reconciliation). The model also incorporates the relationship between the students internal ideal of what a doctor is or does and the students perception of the teachers ideal of what a doctor is or does. The model further identifies points at which educators may be able to influence the processes of reflection and the development of professional ideals. CONCLUSIONS: Students cognitive and emotional processes have important effects on the success of educational activities intended to stimulate reflection. Although additional research is needed, this model-which incorporates ideals, activities, dissonance, and processing-can guide educators as they plan and implement such activities.

AB - PURPOSE: Medical schools are increasingly incorporating opportunities for reflection into their curricula. However, little is known about the cognitive and/or emotional processes that occur when learners participate in activities designed to promote reflection. The purpose of this study was to identify and elucidate those processes. METHOD: In 2008, the authors analyzed qualitative data from focus groups that were originally conducted to evaluate an educational activity designed to promote reflection. These data afforded the opportunity to explore the processes of reflection in detail. Transcripts (94 pages, single-spaced) from four focus groups were analyzed using a narrative framework. The authors spent approximately 40 hours in group and 240 hours in individual coding activities. RESULTS: The authors developed a conceptual model of five major elements in students reflective processes: the educational activity, the presence or absence of cognitive or emotional dissonance, and two methods of processing dissonance (preservation or reconciliation). The model also incorporates the relationship between the students internal ideal of what a doctor is or does and the students perception of the teachers ideal of what a doctor is or does. The model further identifies points at which educators may be able to influence the processes of reflection and the development of professional ideals. CONCLUSIONS: Students cognitive and emotional processes have important effects on the success of educational activities intended to stimulate reflection. Although additional research is needed, this model-which incorporates ideals, activities, dissonance, and processing-can guide educators as they plan and implement such activities.

UR - http://www.scopus.com/inward/record.url?scp=77953560421&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77953560421&partnerID=8YFLogxK

U2 - 10.1097/ACM.0b013e3181d7423b

DO - 10.1097/ACM.0b013e3181d7423b

M3 - Article

VL - 85

SP - 902

EP - 908

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 5

ER -