ISSN: 2222-6990
Open access
This study investigates the face validity of an instrument developed to help elevate critical thinking among interns. The instrument consists of a set of questions to guide interns’ reflections called Prompts for Interns’ Reflections (PIR). The items were checked for their comprehensiveness which is one of the validity criteria of the Description of Response Form proposed by (Rubio et al., 2003). Undergraduate students (n=9) who were undergoing internship participated in this study. The interns were asked to write their reflections on their internship experience based on the PIR and completed a survey. The findings from the survey indicated that the majority of the interns provided positive feedback on the PIR. The analysis of the written reflections also shows that the interns could write according to what was required by the questions. Generally, the prompts are feasible and valid in terms of its face validity particularly its comprehensiveness.
Adel, S. M. R., & Ramezanzadeh, A. (2017). An Investigation of Iranian EFL University Learners’ Creative Thinking and Critical Thinking Skills in a Pedagogical Blog: A Mixed-Methods Approach. Iranian Journal of Applied Linguistics, 20(1), 1–33.
https://doi.org/10.29252/ijal.20.1.1
Chamberlain, S. (2012). Campus-based work-integrated learning?: Opportunities for Health Education Proceedings of the 2012 Australian Collaborative Education Network National Conference. In Developing Reflection: A Practice Framework (pp. 26–31).
Clarke, M. (2004). Reflection?: Journals and Reflective Questions?: a Strategy for Professional Learning. Australian Journal of Teacher Education, 29(2).
https://doi.org/10.14221/ajte.2004v29n2.2
Connelly, L. M. (2008). Research Roundtable: Pilot studies. Medsurg Nursing, 17(6), 411–412. https://doi.org/10.1001/jama.2015.10962
Dewey, J. (1909). How We Think. D. C. Health & Co.
Dunne, G. (2015). Beyond critical thinking to critical being: Criticality in higher education and life. International Journal of Educational Research, 71, 86–99.
https://doi.org/10.1016/j.ijer.2015.03.003
Facione, P. A. (1990). Critical Thinking?: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction Executive Summary “ The Delphi Report. The California Academic Press, 423(c), 1–19. Retrieved from
http://www.insightassessment.com/pdf_files/DEXadobe.PDF
Febriani, R. B. (2019). The students reflective writing manifestation of reader-response literary analysis. EduLite: Journal of English Education, Literature and Culture, 4(1), 35. https://doi.org/10.30659/e.4.1.35-44
Fisher, A. (2001). Critical Thinking. Cambridge University Press.
Han, N. S., Li, H. K., Sin, L. C., & Sin, K. P. (2011). The Evaluation of Students ’ Written Reflection on the Learning of General Chemistry Lab Experiment. Malaysian Online Journal of Educational Science, 2(4), 45–52.
Hertzog, M. A. (2008). Considerations in determining sample size for pilot studies. Research in Nursing & Health, 31, 180–191. https://doi.org/10.1002/nur
Ismail, N., Kinchin, G., & Edwards, J.-A. (2017). Pilot Study, Does It Really Matter? Learning Lessons from Conducting a Pilot Study for a Qualitative PhD Thesis. International Journal of Social Science Research, 6(1), 1. https://doi.org/10.5296/ijssr.v6i1.11720
Jairath, N., Hogerney, M., & Parsons, C. (2000). Pilot Study May Be Defined As a. Applied Nursing Research, 13(2), 92–96.
Klimova, B. F. (2014). Self-reflection in the Course Evaluation. Procedia - Social and Behavioral Sciences, 141, 119–123. https://doi.org/10.1016/j.sbspro.2014.05.022
Daud, M. N. S. (2012). Developing Critical Thinking Skills in Tertiary Academic Writing Through the Use of an Instructional Rubric for Peer Evaluation, (July), 1–331. Retrieved from https://ir.canterbury.ac.nz/bitstream/handle/10092/6866/thesis_fulltext.pdf?sequence=1
Moon, J. A. (2006). Learning Journals: A Handbook for Reflective Practive and Professional Development. Routledge (Second Edi). London: Routledge.
https://doi.org/10.1177/0308518X17752682
Moussa-Inaty, J. (2015). Reflective writing through the use of guiding questions. International Journal of Teaching and Learning in Higher Education, 27(1), 104–113. Retrieved from http://www.isetl.org/ijtlhe/
Paul, R., & Elder, L. (2007). Critical thinking competency standards. The Foundation for Critical Thinking Press, …, 30–32. Retrieved from
http://www.criticalthinking.org/files/SAM_Comp Stand_07opt.pdf
Paul, R. (1992). Critical Thinking: What Every Person Needs to Survive In A Rapidly Changing World.
Paul, R. (2005). The State of Critical Thinking Today, (130), 27–38.
Pavlovich, K. (2007). The development of reflective practice through student journals. Higher Education Research and Development, 26(3), 281–295.
https://doi.org/10.1080/07294360701494302
Poldner, E., Schaaf, M. Van Der, Simons, P. R., Tartwijk, J. Van, & Wijngaards, G. (2014). European Journal of Teacher Education Assessing student teachers ’ reflective writing through quantitative content analysis, (December), 37–41.
https://doi.org/10.1080/02619768.2014.892479
Prescott, P. A., & Soeken, K. L. (1989). The Potential Uses of Pilot Work. Nursing Research, 38(1), 60–62.
Rubio, D. M., Berg-weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003). Objectifying content validity?: in social work research, 27(2).
Teijlingen, E. R. V., & Hundley, V. (2001). The Importance of Pilot Studies. Social Research, (35). https://doi.org/10.23919/ACC.2018.8431524
Xhaferi, B., & Xhaferi, G. (2017). Enhancing Learning Through Reflection– A Case Study of SEEU. SEEU Review, 12(1), 53–68. https://doi.org/10.1515/seeur-2017-0004
In-Text Citation: (Arifin et al., 2022)
To Cite this Article: Arifin, M. Z., Daud, N. S. M., & Husin, Z. (2022). The Prompts for Interns’ Reflections (PIR): A Pilot Study Investigating its Face Validity and Feasibility. International Journal of Academic Research in Business and Social Sciences. 12(6), 718 – 726.
Copyright: © 2022 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode