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Instruments to measure the ability to self-reflect: A systematic review of evidence from workplace and educational settings including health care

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)389-404
Number of pages16
JournalEuropean Journal of Dental Education
Volume23
Issue number4
Early online date6 Jun 2019
DOIs
DateAccepted/In press - 16 May 2019
DateE-pub ahead of print - 6 Jun 2019
DatePublished (current) - 1 Nov 2019

Abstract

Self-reflection has become recognised as a core skill in dental education, although the ability to self-reflect is valued and measured within several professions. This review appraises the evidence for instruments available to measure the self-reflective ability of adults studying or working within any setting, not just health care.

Materials and Methods: A systematic review was conducted of 20 electronic databases (including Medline, ERIC, CINAHL and Business Source Complete) from 1975 to 2017, supplemented by citation searches. Data were extracted from each study and the studies graded against quality indicators by at least two independent reviewers, using a coding sheet. Reviewers completed a utility analysis of the assessment instruments described within included studies, appraising their reported reliability, validity, educational impact, acceptability and cost. 

Results: A total of 131 studies met the inclusion criteria. Eighteen were judged to provide higher quality evidence for the review and three broad types of instrument were identified, namely: rubrics (or scoring guides), self-reported scales and observed behaviour. 

Conclusions: Three types of instrument were identified to assess the ability to self-reflect. It was not possible to recommend a single most effective instrument due to under reporting of the criteria necessary for a full utility analysis of each. The use of more than one instrument may therefore be appropriate dependent on the acceptability to the faculty, assessor, student and cost. Future research should report on the utility of assessment instruments and provide guidance on what constitutes thresholds of acceptable or unacceptable ability to self-reflect, and how this should be managed.

    Research areas

  • assessment instruments, self-reflection, systematic review

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  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Wiley at https://onlinelibrary.wiley.com/doi/full/10.1111/eje.12445. Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 341 KB, PDF document

    Embargo ends: 6/06/20

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