Journal writing to promote reflection by physical therapy students during clinical placements

Williams, Renee; Wessel, Jean; Gémus, Maryan; Foster-Seargeant, Elaine

doi:10.1080/095939802753570657

Cited by 68 publications

(59 citation statements)

References 16 publications

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“…In fact, writing about their clinical decisions has been demonstrated to help students develop a deeper understanding of their interactions with patients and colleagues (Williams et al 2002). It was clear from their posts that students needed to feel that an appropriate clinical decision was made; thereby, helping them to feel that they were contributing something useful to the team.…”

Section: Providing Feedback To Studentsmentioning

confidence: 99%

The use of assisted performance within an online social network to develop reflective reasoning in undergraduate physiotherapy students

Rowe¹

2012

Medical Teacher

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Background: The development of practice knowledge is an important component of clinical education and reflective reasoning is known to play a role in its development. Online social networks may have some potential for developing practice knowledge by providing tools for clinical educators to guide students' reasoning practices. Aim: To determine if an online social network could be used to facilitate reflective reasoning in clinical contexts, as it relates to developing practice knowledge. Method: The study was conducted within a South African university, physiotherapy department, using an online social network to facilitate engagement. Tharp and Gallimore's theory of assisted performance was used as a framework to conduct qualitative analysis of students' reflective blog posts within the network. Results: The lecturer was able to use strategies within the assisted performance framework to facilitate reflection among students. These included modelling, contingency management, feedback, instruction, questioning and cognitive structuring. The features of the social network enabled enhanced communication between teacher and student, as well as promoted engagement around clinical scenarios. Conclusion: Online social networks can be used to facilitate reflective reasoning as part of the development of practice knowledge by exposing students' understanding of clinical practice. However, careful facilitation using sound pedagogy is still necessary to guide students to deeper understanding.

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Section: Providing Feedback To Studentsmentioning

confidence: 99%

The use of assisted performance within an online social network to develop reflective reasoning in undergraduate physiotherapy students

Rowe¹

2012

Medical Teacher

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“…Reflection using journal writing has been described and explained in many different ways [87] and has been utilised in a variety of professions such as nursing [24,36,72,95], physical therapy [91,92]; occupational therapy [85] and teacher certification [13,17].…”

Section: Introductionmentioning

confidence: 99%

Reflective journals: unmasking student perceptions of anatomical education

Lazarus

Sookrajh²,

Satyapal

2017

Folia Morphol

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“…The reason why I decided to make the assignment graded is to ensure that all my students will take the assignment seriously. Hahnemann [9] and Williams [33] weighted the journals as 10% of a grade in a course because they felt it would motivate the students to write thoroughly and with meaning. The students themselves however, did not know that I will be using the information collected in my research.…”

Section: Planning and Methodologymentioning

confidence: 99%