An evaluation of a framework for facilitating and assessing physiotherapy students' reflection on practice

Abstract

Reflective practice is promoted in the health care professions as a developmental process leading to competent and effective practice, although the link between reflection and enhancement of physiotherapy practice remains speculative and conjectural. This article provides evidence that reflection can influence developing practice based on the evaluation of a reflective framework for students on clinical placement. The evaluation explored, in depth, students' experiences and perceptions of its benefits and limitations. Thematic analysis of response data from five focus groups (n = 43) representing three student cohorts resolved significant outcomes-related themes: personal insight, linking reflection to the physiotherapy process, and learning and personal change. Process-related themes focused on strengths and weaknesses of the framework and associated issues. Evidence supports the effectiveness of the framework in facilitating reflection and in linking reflection to higher order cognitive processes such as gaining new insights and understandings, facilitation of systematic enquiry, problem solving, and decision making. Feedback from students indicated that the experience was meaningful and valuable in preparation for practice because they were guided to question themselves and could see the relevance and value of that for their practice. We recommend that educators consider this approach to facilitating reflection in physiotherapy undergraduate education.

E-portfolios support continuing professional development for librarians

“…Reflection requires routines and habits that can be learned and practiced (Loughran 2002). The process of engaging in reflective practice enables the development of both personal and professional skills, and leads to an integration of knowledge, personal experience, academic theory and professional experience (Donaghy and Morss 2007;McMullan 2006;Thorpe 2004). Further, this newly integrated and formed knowledge can then be applied to future professional outcomes and experiences (O'Halloran et al 2006).…”

Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: A case study

“…Reflection on experience may be used to encourage learning. Donaghy and Morss (2007), Higgs (1992) and Gandy (1997) Perceptions of clinical education e105 practice as an important contributor to successful studentcentred teaching clinical education. Brockbank and McGill (1998) define reflection as: the 'process or means by which an experience in the form of thought, feeling or action is brought into consideration, while it is happening or subsequently', and as 'the creation of meaning and conceptualisation from experience and the potentiality to look at things as other than they are'.…”

Reflective Practice and Its Implications for Pharmacy Education

“…43 Another reason for the lack of reflective practices in pharmacy education may be because there is no structured framework or guidelines for implementing reflective practices such as there are in other health professions education. 23,30,31,44 Perhaps a starting point for encouraging use of reflective practices in pharmacy education would be to structure a framework of reflective practice activities throughout the pharmacy curriculum. If appropriate reflective tools are used and if reliable assessment strategies are developed, thereby meeting the learning outcomes for the curricula, then it is possible that reflective learning could take place starting from the undergraduate level and following through to postgraduate and intern training levels.…”

“…While reflective practice enhances the development of competent, self-directed, lifelong learning, [4][5][6][7][8] mentoring, 9 professional development 7,[10][11][12][13][14][15][16][17][18] critical evaluation, [19][20][21] and problem-solving strategies, [22][23][24] there is limited published literature on the use of reflective practice in pharmacy education or practice. 4,[24][25][26][27] Reflective practices have been used to educate doctors, nurses, physiotherapists, occupational therapists, and other allied health students in higher education, 5,19,23,[28][29][30][31][32][33] to assist in bridging the gap between theory and practice. Thus, it is unclear why pharmacy education has not embraced the use of reflective practice.…”