Becoming a professional continues to be a lifelong process of evolutionary learning. Reflection provides an important link in distinguishing various learning experiences which assist practitioners in making sense of their education and experiences in the working place. The practice of reflection, therefore, refers to the method in which an individual engages in reflection. It is affirmed that the process involves an individual to go through a dynamic cycle about one’s experience where you move between reflections from the learning and experiences that has or had occurred. Therefore, we can say that reflection is a process that is tightly controlled and involves a thought process which is based on a firm basis of rationality and evidence. (Currie, & Wheat, 2013)
Reflection during clinical practice is vital if a student is yearning to learn from the experience. (Chapman, Dempsey, & Warren-Forward, 2012) As a medical radiation science (MRS) student, I have learned various medical imaging techniques that are key components in the management and support of patients in the clinical setting. One example of such a technique is the digital infrared thermal imaging (DITI) that is essential for referring health care practitioners. Like all other medical imaging methods, I believe that this DITI is useful in various specific applications and significant in providing results for certain injuries and conditions.
I believe this technique will help in my professional career because currently there exists a drive to improve support for clients at home and in the community by enhancing the primary and preventive care services for them. This technique will provide successful and appropriate support for the clinical colleagues that will help avoid unnecessary referrals to secondary care. During my clinical practice, I have come to believe that a well-established early diagnosis is fundamental to the management of such clients suffering from conditions that need clinical imaging services. Therefore, DITI is an adjunctive medical imaging technique that has proved to provide a justification for the subsequent investigations and procedures hence this knowledge will enable me to become a better (MRS) practitioner. (Currie, 2014)
Learning helps us build our self-confidence and self-efficacy. It is a core need for an individual’s wellbeing. (Currie, & Wheat, 2013) During my study, I have learned that I attend to information most effectively when I see something like a picture, diagram, and film and demonstrations hence making me a visual learner. The learning style works best for me since I tend to remember what I have seen rather than what I hear, recall diagrams and pictures, prefer to write and read than to listen and I usually have trouble remembering instructions that are given verbally. These characteristics prove to me that I am more of a visual learner than an auditory and kinesthetic learner.
In my studies, I have developed some strategies such as case studies and problem-based learning. This has worked well since they have boosted my knowledge related to my course. Case studies have incorporated scenarios that apply study concepts that are learned in class and applying them in a real-life situation. As a visual learner, the guiding questions presented in case studies normally leads me through the various activities hence distinguishing between facts and assumptions. The problem-based activities usually enable me in solving problems, decision-making and in the development of critical thinking skills that encourage critical reflection which will be useful in real life situations.
Present cognitive theories of learning stress the importance role of students’ application of thought processes in learning. (Lingenfelter, 2012) Personally, in my study lessons, I have learned the need to be mentally active in information processing if any learning is to occur. A new strategy that I believe will help me in learning is the use of representational imagery to enhance my memory and comprehension. I believe this will work because it has been proven by numerous research studies to be of much benefit when applied. It can be used for remembering facts where young students can also be taught to generate their imagery hence enhancing memory for their sentences.
Learning will be enhanced since the strategy involves two steps. One is where you read the information to be remembered, and the other is making a picture of that information in your head. This images will contain important concepts that will show the relationships between different concepts hence remembrance. (Topham, 2014) This technique is vital in my course as an MRS student in that it will enhance my performance and project based learning activities as a visual learner hence allowing me to show what I know in more depth and authenticity. This method will also enable me to perform better on my tests and help retain information long after I have read it.
Reflection is seen to be a phase in learning where individuals recapture their thoughts on their experiences, mull over and evaluate their learning based firmly on an intentionally controlled activity. It can be concluded that a learner can look at their individual experiences and reflect on them. We can, therefore, consider the affective aspects seen in learning to be essential in the reflective elements where both the positive feelings connected with the negative emotions can possess a great impact on the individuals learning, therefore, encouraging them to continue reflecting and learning.
Chapman, N., Dempsey, S., & Warren-Forward, H. (2012). Theory of reflection in learning for
radiation therapists. Journal Of Medical Radiation Sciences, 55(2), 34-37.doi.org/10.1002/j.2051-3909.2008.tb00085.x
Currie, G. (2014). Impact Factors in Medical Radiation Science Journals. Journal Of Medical
Imaging And Radiation Sciences, 45(2), 70-71.doi.org/10.1016/j.jmir.2014.06.001
Currie, G., & Wheat, J. (2013). The first year clinical placement for undergraduate medical
radiation science students: tool or toil?. Journal Of Medical Radiation Sciences, 52(2), 18-22.doi.org/10.1002/j.2051-3909.2005.tb00032.x
Lingenfelter, M. (2012). A Student's Reflection on Her First Clinical Practicum. Journal Of
Medical Imaging And Radiation Sciences, 39(1), 45-46.doi.org/10.1016/j.jmir.2008.01.005
Topham, C. (2014). Advanced Medical Radiation Technologist Practice and the Canadian
Association of Medical Radiation Technologists: History and Perspective. Journal Of Medical Imaging And Radiation Sciences, 45(4), 348-351.doi.org/10.1016/j.jmir.2014.10.001
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