Using the Power of Student Reflection to Enhance Professional Development

Zimmerman, Sonia S.; Hanson, Darlene; Stube, Jan; Jedlicka, Janet S.; Fox, LaVonne

doi:10.46743/1540-580x/2007.1146

Cited by 7 publications

(1 citation statement)

References 17 publications

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“…They have been found to have a positive impact on medical students’ ability to diagnose complex cases (Mamede et al., 2008) and predict the academic success of pharmacy students (Tsingos‐Lucas et al., 2017). In occupational therapy RP has been described as a foundation skill towards developing professional skills (Zimmerman et al., 2007).…”

Section: Introductionmentioning

confidence: 99%

Written reflective practice abilities of SLT students across the degree programme

Cook

Messick

McAuliffe

2022

Intl J Lang & Comm Disor

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Background: Written reflective practice (WRP) is a teaching tool used across speech-language therapy (SLT) clinical education programmes. The process aims to support the development of reflective skills required for the workplace (e.g., problem-solving and self-evaluation). Aims: This cross-sectional and repeated-measures study design investigated students' demonstration of breadth of WRP across the clinical education programme. Methods & Procedures:The participants were 77 undergraduate SLT students in their first, second or final professional year of the clinical programme. Participants wrote critical reflections following an interaction with a client/s as part of their clinical education experiences. Formative feedback was provided after each written reflection (WR). In total four WRs per participant were coded for breadth of WRP using a modification of Plack et al.'s coding schema from 2005. This was completed for each of the four time points across the academic year for each professional year.Outcomes & Results: There was a statistically significant association between time (i.e., professional year of the programme) and likelihood of demonstration of breadth of reflection for the lower level reflective element of 'attend' and higher level reflective element of 're-evaluate'. A positive trend between time and likelihood of demonstration of breadth of reflection was seen for the lower level element of 'reflection-for-action'. Final-professional-year students exhibited significant enhancements in the higher level elements (e.g., 'premise') compared with first-and second-professional-year students. Conclusions & Implications:This group of SLT students exhibited significant change in breadth of WRP across the degree programme. This finding has positive implications for facilitating WRP with students and using the current coding framework in clinical programmes.

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Section: Introductionmentioning

confidence: 99%

Written reflective practice abilities of SLT students across the degree programme

Cook

Messick

McAuliffe

2022

Intl J Lang & Comm Disor

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Comparing elearning and classroom instruction on HIV/AIDS knowledge uptake and internalizing among South African and Irish pupils

Zyl

Visser

Wyk

et al. 2013

Health Education Journal

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Sources of evidence for professional decision-making in novice occupational therapy practitioners: clinicians’ perspectives

Jeffery

Robertson

Reay

2020

British Journal of Occupational Therapy

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Introduction Evidence-based practice skills and habits begin during undergraduate education and continue through professional life. It is important novices learn the skills in their education programme that are required in practice. This study explores strategies experienced occupational therapy supervisors use to encourage novices to be evidence based, and how these might be enhanced. Method Qualitative descriptive methodology was used to explore the views and experiences of 15 experienced supervisors from a range of practice areas and geographical locations, interviewed in four focus groups. Results Evidence-based practice is an element of professional reasoning not isolated from client-centred practice or from reflective practice. Five sources of evidence to inform competence in professional decision-making were identified: (a) research evidence from literature; (b) local environment, resources and culture; (c) client’s expertise and perspective; (d) expertise of others; and (e) practitioners’ own knowledge and experience. Conclusion Intentional use of all five sources of evidence to inform professional decision-making contributes to habits of evidence-based thinking and practice. Experienced therapists and educators can support evidence-based practice in novices by prompting questioning and developing systems supportive of scanning for evidence in each area. Collaboration in this endeavour will enhance integration of academic and practice education.

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Using the Power of Student Reflection to Enhance Professional Development

Cited by 7 publications

References 17 publications

Written reflective practice abilities of SLT students across the degree programme

Written reflective practice abilities of SLT students across the degree programme

Comparing elearning and classroom instruction on HIV/AIDS knowledge uptake and internalizing among South African and Irish pupils

Sources of evidence for professional decision-making in novice occupational therapy practitioners: clinicians’ perspectives

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