Reflective Practice: a place in enhancing learning in the undergraduate bioscience teaching laboratory?

Bioscience employers demand graduates with better practical competence. It is our supposition that, although undesirable, student learning is assessment driven and this is leading students to simply go through the motions in the practical setting (whether field work or laboratory based). In this intervention a Critical Incident Report was introduced as an addition to a traditional laboratory report to encourage students to reflect on practical skills rather than theoretical application. Our research suggests that mark accumulation, linked in this case to report writing, is becoming the focus of students 'learning economy'. The critical incident analysis enhanced students' awareness of reflective practice, but did not generate a perceived increase in reflection on laboratory skills themselves, as evidenced through the questionnaire responses. Qualitative data clarified that students increased their use of reflection to enhance 'mark generation' rather than skills bases. Reflective practice takes time and requires support in the learning environment. Students stated that critical incident analysis, carried out in the laboratory during the practical session, would be useful as a tool to deepen their reflective practice. Overall, this type of reflection may represent an effective tool through which to enhance practical skills and should be further explored in the laboratory context.