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Using learning designs to represent and assess reflective learning for undergraduate medical students

Naismith, Laura Michelle (2007)
M.Phil. thesis, University of Birmingham.

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Abstract

Situated within the broader context of demonstrating professionalism amongst doctors in the UK, this thesis investigates the feasibility of using the IMS Learning Design (LD) specification as a framework for creating and assessing the personal development plans (PDPs) of undergraduate medical students. PDPs provide a documentary representation of the students’ internal reflections on their previous experiences and future learning needs and LD supports the sharing and reuse of learning designs by providing a conceptual vocabulary for describing the active nature of teaching and learning processes. Two main research activities are presented in this thesis. Firstly, a grounded theory analysis of the PDPs of final year medical students at the University of Birmingham was undertaken in order to develop a descriptive activity model of the activities that the students self-select for their own professional development. Secondly, a gap analysis of this model against the LD specification demonstrated that LD provides a sufficiently flexible conceptual vocabulary to describe the students’ PDPs students as learning designs, with some limitations. The findings of these research activities were then considered with respect to how they may be used to inform the design of an LD-based assessment system to facilitate the assessment of reflective learning.

Type of Work:M.Phil. thesis.
Supervisor(s):Davies, David and Kelly, Stephen
School/Faculty:Schools (1998 to 2008) > School of Medicine
Department:Division of Medical Sciences
Keywords:reflection, reflective learning, medical education, personal development plan, pdp, learning design
Subjects:R Medicine (General)
LB2300 Higher Education
Institution:University of Birmingham
Library Catalogue:Check for printed version of this thesis
ID Code:58
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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