Reflective learning and the Net Generation

Abstract

Net Generation undergraduate medical students often have low engagement with reflective learning because it does not match their learning preferences. In our survey of all first-year students, the main learning preferences were bodily-kinaesthetic and interpersonal. Those students with the highest scores in their written reflective learning assessment generally had linguistic and interpersonal learning preferences. We suggest that all educators consider how reflective learning is implemented in the curriculum and recommend further research to determine if our findings are generalizable.

Additional information

Notes on contributors

John Sandars

JOHN SANDARS is Senior Lecturer in Community Based Education and Academic Lead for e-learning in the Medical Education Unit in the School of Medicine at the University of Leeds.

Matthew Homer

MATTHEW HOMER is a Research Fellow and Statistical Consultant in the School of Education and the School of Medicine at the University of Leeds.