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Sağlık Bilimlerinde Yansıtıcı Öğrenmenin Bilgi Yapısının Bibliyometrik Analizi

Yıl 2024, Cilt: 5 Sayı: 1, 11 - 29, 28.03.2024

Buket Öget Mehmet Nurullah Kurutkan Mehmet Bağış

https://doi.org/10.58770/joinihp.1438416

Öz

Bu araştırma, sağlık bilimleri bağlamında yansıtıcı öğrenmenin gelişim örüntülerini belirlemeyi ve bu alanda gelecekte yapılacak araştırmalar için öneriler sunmayı amaçlamaktadır. Veri setimiz Web of Sciences (WOS) veri tabanında 1983-2023 yılları arasında yapılmış 385 çalışmadan oluşmaktadır. Bu çalışmada performans analizi, ortak atıf analizi, ortak kelime analizi ve ortak yazarlık analizi gibi bibliyometrik analiz teknikleri kullanılmıştır. Ortak kelime analizinin sonuçları, Küme 1'in tıp eğitimi, öğrenci performansı ve beceri gelişimini vurguladığını, öz değerlendirme ve geri bildirimin yansıtıcı öğrenmenin önemli bileşenleri olduğunu göstermiştir. Küme 2, sağlık hizmetlerinin öğrenci deneyimlerini nasıl şekillendirdiğini ve yansıtıcı öğrenmenin bu deneyimler üzerindeki etkisini araştırmaktadır. Küme 3, mesleki gelişim ve hasta etkileşiminde yansıtıcı öğrenmenin merkeziliğini vurgular. Küme 4 ve 5, yansıtıcı öğrenme sürecinde bilgi, tutum ve kalite yönetiminin rollerini açıklamaktadır. Küme 6 ve 7, yansıtıcı öğrenme bağlamında sürekli iyileştirme ve hasta güvenliğinin kritik öneminin altını çizmektedir. Sonuç olarak, yansıtıcı öğrenme konusu sağlık disiplinlerinde giderek artan bir ilgi görmektedir ve bu ilginin eğilimini daha iyi anlamak için daha kapsamlı analizlere ihtiyaç vardır.

Anahtar Kelimeler

Reflektif öğrenme sağlık bibliyometrik analiz

Kaynakça

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A Bibliometric Analysis of the Knowledge Structure of Reflective Learning in the Health Sciences

Yıl 2024, Cilt: 5 Sayı: 1, 11 - 29, 28.03.2024

Buket Öget Mehmet Nurullah Kurutkan Mehmet Bağış

https://doi.org/10.58770/joinihp.1438416

Öz

This research aims to identify the developmental patterns of reflective learning in the health sciences context and offer suggestions for future research in this field. Our dataset consists of 385 studies conducted between 1983 and 2023 in the Web of Sciences (WOS) database. In this study, bibliometric analysis techniques such as performance analyses, co-citation analysis, co-word analysis, and co-authorship analysis were employed. The results of the co-word analysis indicated that Cluster 1 emphasizes medical education, student performance, and skill development, showcasing that self-assessment and feedback are crucial components of reflective learning. Cluster 2 explores how health services shape student experiences and the impact of reflective learning on these experiences. Cluster 3 highlights the centrality of reflective learning in professional development and patient interaction. Clusters 4 and 5 elucidate the roles of knowledge, attitudes, and quality management in the reflective learning process. Clusters 6 and 7 underscore the critical importance of continuous improvement and patient safety within the context of reflective learning. In conclusion, the topic of reflective learning is garnering increasing interest in health disciplines, and further comprehensive analyses are needed to better understand the trend of this interest.

Anahtar Kelimeler

Reflective learning health bibliometric analysis

Kaynakça

  • [1] Mann, K., Gordon, J., & MacLeod, A., "Reflection and reflective practice in health professions education: A systematic review", Advances in Health Sciences Education, vol. 14, pp. 595-621, 2009. https://doi.org/10.1007/s10459-007-9090-2
  • [2] Boyd, E. M., & Fales, A. W. Reflective learning: Key to learning from experience. Journal of Humanistic Psychology, vol. 23, no. 2, pp. 99-117, 1983. https://doi.org/10.1177/0022167883232011
  • [3] Stockhausen, L. The clinical learning spiral: A model to develop reflective practitioners. Nurse Educati̇on Today, vol. 14, no. 5, pp. 363-371, 1994. https://doi.org/10.1016/0260-6917(94)90031-0
  • [4] Winkel, A. F., Yingling, S., Jones, A. A., & Nicholson, J., "Reflection as a learning tool in graduate medical education: A systematic review", Journal of Graduate Medical Education, vol. 9, no. 4, pp. 430-439, 2017. https://doi.org/10.4300/JGME-D-16-00500.1
  • [5] Aronson, L., “Twelve tips for teaching reflection at all levels of medical education”, Medical Teacher, vol. 33, no. 3, pp. 200-205, 2011. https://doi.org/10.3109/0142159X.2010.507714
  • [6] Driessen, E., Van Tartwijk, J., Van Der Vleuten, C., & Wass, V., "Portfolios in medical education: Why do they meet with mixed success? A systematic review", Medical Education, vol. 41, no. 12, pp. 1224-1233, 2007. https://doi.org/10.1111/j.1365-2923.2007.02944.x
  • [7] Braun, V., & Clarke, V., "Using thematic analysis in psychology", Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, 2006. https://doi.org/10.1191/1478088706qp063oa
  • [8] Sandars, J., "The use of reflection in medical education: AMEE Guide No. 44", Medical Teacher, vol. 31, no. 8, pp. 685-695, 2009. https://doi.org/10.1080/01421590903050374
  • [9] Boyd, E. M., & Fales, A. W., "Reflective learning: Key to learning from experience", Journal of Humanistic Psychology, vol. 23, no. 2, pp. 99-117, 1983. https://doi.org/10.1177/0022167883232011
  • [10] Boud, D., & Walker, D., "Promoting reflection in professional courses: The challenge of context", Studies in Higher Education, vol. 23, no. 2, pp. 191-206, 1998. https://doi.org/10.1080/03075079812331380384
  • [11] De Rome, E., Boud, D., & Genn, J. M., "Changes in academic staff perceptions of the status of teaching and research", Higher Education Research and Development, vol. 4, no. 2, pp. 131-144, 1985. https://doi.org/10.1080/0729436850040202
  • [12] Wong, F. K., Kember, D., Chung, L. Y. F., & CertEd, L. Y., "Assessing the level of student reflection from reflective journals", Journal of Advanced Nursing, vol. 22, no. 1, pp. 48–57, 1995. https://doi.org/10.1046/j.1365-2648.1995.22010048.x
  • [13] Epstein, R. M., “Mindful practice”, JAMA, vol. 282, no. 9, pp. 833-839, 1999. https://doi.org/10.1001/jama.282.9.833
  • [14] Epstein, R. M., & Hundert, E. M., “Defining and assessing professional competence”, JAMA, vol. 287, no. 2, pp. 226-235, 2002. doi:10.1001/jama.287.2.226
  • [15] Gibbs, G., “Learning by Doing: A Guide to Teaching and Learning Methods”, FEU, London, 1988.
  • [16] Pee, B., Woodman, T., Fry, H., & Davenport, E. S., "Appraising and assessing reflection in students' writing on a structured worksheet", Medical Education, vol. 36, no. 6, pp. 575-585, 2002. https://doi.org/10.1046/j.1365-2923.2002.01227.x
  • [17] Sobral, D. T., "Appraisal of medical students' diagnostic ability in relation to their learning achievement and self-confidence as a learner", Medical Teacher, vol. 22, no. 1, pp. 59-63, 2000. https://doi.org/10.1080/01421590078832
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Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Buket Öget 0000-0001-7958-3349

Mehmet Nurullah Kurutkan 0000-0002-3740-4231

Mehmet Bağış 0000-0002-3392-3376

Yayımlanma Tarihi 28 Mart 2024
Gönderilme Tarihi 16 Şubat 2024
Kabul Tarihi 19 Mart 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 5 Sayı: 1

Kaynak Göster

IEEE B. Öget, M. N. Kurutkan, ve M. Bağış, “A Bibliometric Analysis of the Knowledge Structure of Reflective Learning in the Health Sciences”, Journal of Innovative Healthcare Practices, c. 5, sy. 1, ss. 11–29, 2024, doi: 10.58770/joinihp.1438416.
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