![]() ![]() ResultsĬTAC facilitators primarily used the reflections to summarize the calls (observation), assess the facilitation process and the tasks and activities they used (evaluation), document their thoughts about how to improve their own effectiveness (interpretation), and describe their communication with implementing teams. Descriptive statistics were used to analyze reflections by facilitator and by code within and across reflections. Two independent coders used content analysis principles to code text that captured facilitators’ observations, evaluations, interpretations, and communication. We used the declarative-procedural-reflective model, which defines the process of skill development in clinical practice, to qualitatively analyze the reflections. Two facilitators completed templated reflections after each facilitation call for their assigned sites, totaling 269 reflections. Six primary care clinics participated in weekly hour-long facilitation calls over a 12-month period to implement quality improvement projects related to care coordination. Using an instrumental case study of the Coordination Toolkit and Coaching (CTAC) project, we explore the use of reflective writing by facilitators to support their learning and effectiveness. We propose the use of reflective writing as a tool to document and support facilitator learning and facilitator effectiveness. Facilitators are trained to develop essential facilitation skills and facilitator effectiveness is typically evaluated post-implementation, but little is known about how facilitators apply and adapt didactic knowledge after training, or how learning and refining experiential knowledge occurs during the facilitation process. Make sure you read these carefully before you begin your assignment.Implementation facilitators support the adoption of evidence-based practices and other improvement efforts in complex healthcare settings. You’ll be given an assignment brief and marking guidelines, which will make clear the expectations with regards to writing style. So how will you know which writing style is needed in your assignments? As mentioned, most academic assignments will require a certain amount of description but your writing should mainly be analytical and critical. and reflect on the limitations of your own argument.You’ll come across the term critical in lots of contexts during your studies, for example critical thinking, critical writing and critical analysis. It takes as an example a trainee teacher’s experience within a classroom and shows how the writing style develops as they think more deeply about the evidence they are presented with.Īll of these forms of writing are needed to write critically. The diagram below shows examples of each of these writing styles. These will require you to develop your writing style and perhaps think more deeply about what you’ve read or experienced, in order to make more meaningful conclusions. Three main writing styles you may come across during your studies are: descriptive, analytical and reflective. Different types of assignment often call for different styles of writing, but within one assignment you might use a variety of writing styles depending on the purpose of that particular section. ![]() In addition, even writing up your equations or findings will require you to carefully consider your structure and style. You may be asked to write essays, literature reviews or short discussions, in which all the advice on this course, including the advice below, is of relevance. So for the mathematicians and scientists amongst you, you’re likely to find that you’ll be expected to write more at university than perhaps you’re used to. In reality, you’ll probably be asked to complete a range of different assignments, including reports, problem questions, blog posts, case studies and reflective accounts. For those coming to study maths and science subjects, you might be mistaken in thinking that any guidance on writing styles is not relevant to you. This is likely to be a ‘discursive’ style, as often in an essay you’re asked to discuss various theories, ideas and concepts in relation to a given question. When you’re asked to write an assignment you might immediately think of an essay, and have an idea of the type of writing style that’s required.
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