To challenge student beliefs to support transition in higher education

Abstract

The main objective of this project was to support the transition of first year students into higher education by helping them to become aware of the beliefs and values they bring, and the demands thay will encounter in a problem-based health profession education. Consideration was given to student approaches to learning and ideas about their future professional roles, including gender and power issues. By making students´ thoughts more visible through reflective writing and the use of portfolios, these issues can be adressed for reflection and challenge, helping students monitor change and increase awareness. The project has been carried out for all students at three of the programmes; nursing, physiotherapy and medical biology. A structure for using reflective writing and portfolio has been implemented into curriculum. Findings show that reflective writing helps students to reflect critically about their learning. Students´ documentation in a portfolio also helps students to see developments and change and gives valuable information to teachers about students thinking in the transition process.