Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 24 (1) Volume 24, Issue 1, Winter 2004 J Contin Educ Health Prof 2004; 24(1):4-11 THEORETICAL FOUNDATIONS Using reflective learning to improve the impact of short courses and workshops Jennifer Moon, BSc, MPhil, MEd, MSc, PhD A b s t r a c t For a variety of reasons, short courses and workshops often have no impact on workplace practice and are, therefore, a waste of money. The notion of "impact" on work practice is introduced, and it provides a focus toward which all elements on a short course should contribute (including the administrative processes). This article discusses the distinction between teaching and learning and some variables about the quality of the learning process that should be taken into account: the approach the learner takes and the learner's stage of conception of the structure of knowledge. The support of good-quality learning is a principal attribute of good teaching, and the nature of good teaching is discussed on this basis. Teaching and learning in a short course can usefully be structured by a framework to improve the impact of short courses and workshops. This also provides a structure for reflective activities. This article briefly discusses the definition of reflection and considers how it might be implemented. Finally, as another tactic in the focusing on impact, the components of short courses are analyzed on the basis that every component needs to work toward the improvement of the impact of the course. Lessons for Practice Introduce the idea of "impact," and everything in the course then contributes to the impact of the course. Clarify and specify the nature of the impact of a short course in the writing of learning outcomes that relate to a change of practice (as a result of the course). Be aware that on the same short course, participants may be at different stages of developing conceptions of the nature of knowledge, and this will affect the quality of their understanding. In a structured manner, encourage learners to reflect on what they have learned and on how they will change their practice as a result of the learning. MeSH Terms: Education, Medical, Continuing; Administration; Learning; Teaching
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