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The use of structured reflections for promoting personal understanding and community self-efficacy was examined in 65 occupational therapy college students in a service learning course. Students in the experimental group wrote structured reflections throughout the semester while students in the control groups used non-structured reflections. Outcome measures included quantitative tests of personal understanding and community self-efficacy (Personal Growth Initiative Scale, New General SelfEfficacy Scale, and the Community Self-Efficacy Scale) and a qualitative narrative. Results indicated that students who wrote structured reflections significantly increased in personal growth and personal self-efficacy, whereas those using non-structured reflections showed no change. Both groups improved in community self-efficacy scores with no significant difference between groups.

No abstract

Date Presented 4/18/2015 In this study, we examined the use of written reflections in service learning. Students writing formal reflections showed significantly higher personal growth and social understanding than those writing informal reflections. The type of reflections did not affect community responsibility measures.