So sánh phương pháp

	Bảng câu hỏi Thực hành Phản tư (RPQ)	Thang đo Nhận dạng Nghề nghiệp (PIS)
Lĩnh vực	Giáo dục sức khỏe	Giáo dục sức khỏe
Họ	Process / pipeline	Process / pipeline
Năm ra đời	2000–2005	2006
Người khởi xướng	Sobral, D. T.; Saarikoski et al.	Adams et al.
Loại	Self-report questionnaire	Self-report questionnaire
Công trình gốc	Sobral, D. T. (2000). An appraisal of medical students' reflection-in-action. Med Educ 34(3): 182–187.	Adams, K., Hean, S., Sturgis, P., & Clark, J. M. (2006). Investigating the factors influencing professional identity of first-year health and social care students. Learn Health Soc Care 5(2): 55–68.
Tên gọi khác	Reflection Questionnaire, Reflective Learning Scale	Healthcare Professional Identity, Disciplinary Identity Assessment
Liên quan	4	4
Tóm tắt	The RPQ is a self-report instrument measuring the degree to which healthcare students and professionals engage in reflective practice—the deliberate examination of their clinical experiences, decisions, and actions to extract learning and improve future practice. Developed by Sobral and refined by Saarikoski and colleagues in the early 2000s, the RPQ assesses both the frequency and depth of reflection, including reflection-in-action (thinking while performing) and reflection-on-action (analyzing after the fact). The scale is used in nursing and medical education to evaluate whether students are developing critical thinking and self-directed learning habits that sustain professional growth.	The PIS is a self-report questionnaire measuring healthcare students' sense of professional identity, belonging, and commitment to their chosen discipline. Developed by Adams and colleagues in 2006, the PIS assesses the degree to which students have internalized professional roles, values, behaviors, and career commitment. The scale measures both cognitive elements (knowledge of professional standards and scope of practice) and emotional elements (sense of belonging, pride in discipline). The PIS is used in healthcare education to track professional identity development over training, identify students at risk of attrition, and evaluate the impact of socialization experiences on disciplinary commitment.