Matthew R Jeans, Matthew J Landry, Fiona M Asigbee, Sarvenaz Vandyousefi, Reem Ghaddar, Molly S Bray, Heather J Leidy, Jaimie N Davis
Comparison of School vs Home Breakfast Consumption with Cardiometabolic and Dietary Parameters in Low-Income, Multiracial/Ethnic Elementary School-Aged Children
Journal of the Academy of Nutrition and Dietetics
previous research indicates reflection foster medical communication competence however best practices embedding reflection online medical education missing study examined reflection processes promoted embedded elearning course physicianpatient communication foster learning investigated three differently designed elearning conditions featuring different proportions reflection triggers compared effects students reflections 114 medical students first clinical year complete one variants video modelling vm n 39 video reflection vr n 39 variant merging approaches vmr n 36 student wrote total nine reflections based guiding questions three time points embedded course students levels reflection measured using adapted version reflect rubric scale 018 students course variants achieved good levels reflection beyond descriptive level three time points significant differences variants mean reflection scores end course 1422 vm sd 223 1356 vr sd 248 1324 vmr sd 221 students completed vm showed significantly improved levels reflection course whereas found statistically significant development vr vmr reflection scores correlated significantly positively text lengths written reflections reflection scores also correlated significantly positively text length study offers teaching strategy foster good levels reflection demonstrated three elearning variants developed reflection prompts easily embedded various elearning environments enable reflections good quality even settings limited available teaching time