Pedagogical resource tool PDF

Running head: PEDAGOGICAL RESOURCE TOOL
PEDAGOGICAL RESOURCE TOOL
Name of the Student
Name of the University
Author Note

PEDAGOGICAL RESOURCE TOOL
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The way of learning one’s own experiences in improving the process of the work is
known as Reflective practice (Moon, 2013). The act of Reflection in medical science plays a
vital role for acquiring practice from the conversion of theoretical knowledge (Redmond,
2017). The paper wants to discuss about the implication and importance of Pedagogical
Resource approaches in the field of chemical education. In this paper, one peer-reviewed
article will be assessed to understand the pedagogical strategies by presenting a summary
followed by relating the article with conceptual learnings about the approaches. The paper
will also present an idea of the benefits and implication of the selected pedagogical strategy
as researched with a sample of medical students.
The article focusses on a research conducted with a sample of medical students in
regards with the selection of reflective practice tool in reviewing a patient’s case in their
university or using the tool for transforming their theoretical knowledge into the medical
practice. Reflective practice with the requirement of evidence is one of the most common
tools used in the process of becoming a doctor (Larsen, London & Emke, 2016, pp.285). The
problem identified in the article is the uncertainty of the practice of reflection in the
universities. The questions of the research was related to the perception of students on the use
and implication of reflection practice in their clinical assignments. The survey was conducted
with a sample of medical students and it included 33 questions with the factor of anonymity
(Larsen, London & Emke, 2016, pp.287). The questions included the possibility of
remembering a case with theoretical contents and the impact of using reflection in practice
for the improvement in the quality of handling patient cases. As per Larsen, London and
Emke (2016, pp.288), the data collection method used in this paper is a combination of
qualitative and quantitative approach for analysing the performance of the students after the
implication of Reflection practice. With a response rate of 90% (26 students), the rate of the
student who were positive with the impact of reflection on their learning was 85% (Larsen,
London & Emke, 2016, pp.288). Answers of 77% students were depicting the development

PEDAGOGICAL RESOURCE TOOL
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of the thoughts regarding patients’ cases and about 80% of the students experienced an
improved sense of recall. The article was concluded by stating the importance of the
frequency of reflection assignments on the medical students (Larsen, London & Emke, 2016,
pp.290).
The relation of the chosen article with a published European journal will be discussed.
In a European journal of Counselling Psychology, “Personal Therapy for Future Therapists:
Reflections on a Still Debated Issue”, the utilization of the tool of reflection practice for the
profession of future therapists is discussed. The journal highlights the debate about the
problem in the practice of personal therapy in the training for professional counsellors. The
debate mainly deals with the uncertainty in the practice of understanding personal issues as
an impact on the process of self-understanding. Some people argues that the inclusion of
personal therapy for this profession is important so that a counsellor can utilize the benefits of
using reflection tool in their patient’s case. In the European countries, most of the admission
criteria for this profession requires mandatory hours for personal therapy whereas in other
countries few of the programmes makes it mandatory. The first arguments presents the
compulsion of incorporating personal therapy in the training process of professional
psychologists and claims the development of the skills of self-awareness or self-learning (Hill
et al., 2017, pp.99). This argument depicts the feature of training, which believes the
necessity of adjustments, maturity as well as the personal awareness along with the
theoretical knowledge of a psychologist. Another argument depicts the lack of surety in the
application of reflection as a tool. The journal highlighted the importance of reflection
practice (personal therapy) for the development and improvement of the skills in regards with
connecting theoretical knowledge with the practical experiences in assessing a patient’s
concerns and personality (Malikiosi-Loizos, 2013). The journal also gave an example of
British Psychological Society and Greece, where the requirement constitutes of a 40 hours
session of reflective practice (Wosket, 2016). The journal concluded with the benefits of