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A method for assessing reflective journal writing.

Margaret M Plack1, Maryanne Driscoll, Sylvene Blissett

  • 1Department of Health Care Sciences, School of Medicine and Health Sciences, George Washington University, Washington, DC 20037, USA. mppt@aol.com

Journal of Allied Health
|March 15, 2006
PubMed
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This study developed a reliable method to assess reflection in student journals. The findings show that a structured approach can effectively measure and evaluate reflective practice in physical therapy education.

Area of Science:

  • Medical Education
  • Health Professions Education
  • Reflective Practice

Background:

  • Reflection is a key learning tool in professional development.
  • Journal writing is encouraged for reflection, but assessment methods are lacking.
  • Evaluating the depth of reflection in student journals is crucial for educational feedback.

Purpose of the Study:

  • To develop and validate a coding schema for assessing reflective elements in journals.
  • To quantify the extent and level of reflection present in physical therapy students' journals.
  • To establish a reliable method for educators to evaluate student reflective practice.

Main Methods:

  • Physical therapy students (n=27) maintained reflective journals during clinical affiliations.
  • A coding schema was developed to identify nine elements of reflection.

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  • Three raters assessed 43 journals, with interrater reliability analyzed using various statistical measures.

    • Main Results:

    • The developed coding schema demonstrated acceptable interrater reliability (ICC(2,1) = 0.74 for overall journal assessment).
    • Journals were categorized: 14.7% showed no reflection, 43.4% showed reflection, and 41.9% showed critical reflection.
    • The assessment method showed high agreement among raters, indicating its utility for educational evaluation.

    Conclusions:

    • A reliable method for assessing reflection in student journals was successfully developed and tested.
    • This tool enables educators to evaluate student competency in reflective practice.
    • The findings support the use of journal assessment to facilitate and measure reflective learning in health professions.