Programme no. 523-OP
Professional Development
Assessment of reflection during specialist training
Gunver Lillevang*1, Helle Ibsen2, Søren Prins3, Søren Olsson4, Niels Kristian Kjær5
1Department of Family Medicine,University of Copenhagen,København,Denmark, 2Department of Postgraduate Medicinal Education,University of Southern Denmark,Odense,Denmark, 3Centre for Medical Education,University of Aarhus,Århus,Denmark, 4Centre for Medical Education,University of Aarhus,Århus,Denmark, 5Research unit of General Practice, Institute of Public Health,University of Southern Denmark,Odense,Denmark
* = Presenting author
Objectives: To enhance formative and summative assessment of reflective ability the instrument has been developed and introduced in the Danish specialist education in family medicine.
Background: The ability for specialist trainees to reflect has been in focus for more than 20 years. However we have been missing a generally accepted definition of the concept and an instrument for assessment of the ability to reflect. In Denmark we have introduced an instrument (KV5) to assess and encourage reflection during training in family medicine.
Results: The vast majority of participating trainers found the instrument: 'to make good sense', 'to be feasible' 'to be seen as a way to improve the quality of trainer-trainee interviews' and 'as a way to obtain an understanding of the trainee’s ability to reflect'.

A major challenge remains, however: That is to investigate the validity and reliability of the instrument in assessment and to demonstrate to which extent it does encourage reflective practice and learning in trainees.

Material/Methods: The instrument is based on an understanding of reflection in medical education, as described by Schön, Coles, Eve, Moon and Sanders. The instrument explores the trainees' ability to reflect by letting him or her engage in a mind-mapping and concept formation exercise, followed by structured discussion with the trainer.

The instrument has been presented and tested during 29 train the trainer courses in Denmark with 750 participants during 2014. The participants’ reactions were registered.

Conclusion: A new Danish instrument to assess and encourage reflective learning in specialist training has been well accepted by the trainers. On-going work is looking further into validity and reliability of the instrument.

(At the congress two other Danish presentations will address 1) the new postgraduate training sheme in general and 2) the 4 other assessment methods used)

Points for discussion: Is it of relevance to try to measure trainees' ability to reflect?

Does the presented method seem feasible to you?

How can an assessment tool measuring reflection best be validated?

How important is the validity of an assessment tool measuring reflection compared to its ability to stimulate reflective learning?