I reflect, therefore I am!: exploring the use of a voluntary online reflective journal as a learning tool among postgraduate dental students

Abstract

Introduction: Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose, for example in completing e-portfolios or dealing with critical incidences. This study explores the use of an optional online journal that Postgraduate (PG) dental students were encouraged to use as part of their own development. Aim: to explore how PG dental students perceive the use of optional online journals. Materials and Methods: data were collected via an anonymous questionnaire that included a word pool, Likert scale statements and free text comment sections (Appendix 1). Results: 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal showing 58% selecting “connecting with tutors” and 41% selecting “keeping track” of own learning and progress. The word “reflection” was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as “added pressure”, and 41% felt it was “extra work” as the journal, although voluntary, presented an added task to complete. All students made at least one entry on the online journal. Discussion and Conclusion: The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.