Sample Reflective Report
Over the past several weeks I have particularly been struggling with informal practice sessions. I was frustrated because initially I was not able to understand why I found the self-guided, informal practical gatherings with other students challenging. I felt reasonably confident with the content and with my anatomy, yet when it came to taking what I had learnt in the practical sessions and applying them informally, particularly palpations and accessory movement tests I felt lost. I found it difficult to simply watch the self-learning guide videos provided by Marilyn and put it straight into practice on a fellow student. Though the visual instructions seemed fairly straightforward, I was nervous to be the first person to put it into practice,
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I felt particularly discouraged by the lack of verbal feedback from my classmates. This may have simply been due to their own inexperience and perhaps lack of confidence in the new material. I additionally struggled with the lack of tactile feedback when doing the particular movements or not being able to feel certain in the muscle I was palpating.
At first I assumed it was simply a lack of confidence in my newly learnt skills, however when I did a Visual, Aural, Reader/Writer and Kinaesthetic questionnaire, or VARK, developed by Fleming in 1987, I was labelled as a multimodal learner, having equally an aural and kinaesthetic learning style. This enabled me to solidify, comprehend and subsequently utilise my ideal learning style. This categorisation assisted my understanding of my learning weaknesses but still did not fully explain why I was struggling to comprehend material not covered in formal practical sessions. The VARK theory is one learning style tool that identifies different students preference in learning new information (Brown, Cosgriff, & French, 2008). As an aural and kinaesthetic learner, I engage best in new topics when I converse and receive verbal explanations as well as having hands-on experience where I can touch and experience new
I felt particularly discouraged by the lack of verbal feedback from my classmates. This may have simply been due to their own inexperience and perhaps lack of confidence in the new material. I additionally struggled with the lack of tactile feedback when doing the particular movements or not being able to feel certain in the muscle I was palpating.
At first I assumed it was simply a lack of confidence in my newly learnt skills, however when I did a Visual, Aural, Reader/Writer and Kinaesthetic questionnaire, or VARK, developed by Fleming in 1987, I was labelled as a multimodal learner, having equally an aural and kinaesthetic learning style. This enabled me to solidify, comprehend and subsequently utilise my ideal learning style. This categorisation assisted my understanding of my learning weaknesses but still did not fully explain why I was struggling to comprehend material not covered in formal practical sessions. The VARK theory is one learning style tool that identifies different students preference in learning new information (Brown, Cosgriff, & French, 2008). As an aural and kinaesthetic learner, I engage best in new topics when I converse and receive verbal explanations as well as having hands-on experience where I can touch and experience new