Assessing reflective thinking and approaches to learning

Area of Science:

• Health Professions Education
• Educational Measurement
• Professional Development

Background:

• Reflective practice is essential for healthcare professionals, building on theories by Dewey and Schön.
• Critical reflection transforms beliefs and learning, vital for effective practice.
• The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) show potential for assessing professional reasoning skills.

Purpose of the Study:

• To evaluate the reliability, responsiveness, and model validity of the QRT and RSPQ-2F.
• To assess these measures in U.S. health professions students in entry-level Occupational Therapy (MOT) and Physical Therapy (DPT) programs.

Main Methods:

• A measurement study focusing on the reliability and responsiveness of the QRT and RSPQ-2F.
• A convenience sample of 125 MOT and DPT students participated in a two-measure, test-retest design.
• Electronic data collection was utilized for the investigation.

Main Results:

• The QRT demonstrated stability across its four scales (ICC 0.63–0.82).
• The RSPQ-2F showed strong stability in its two scales (ICC 0.91 and 0.87).
• Descriptive data indicated the responsiveness of both measures.

Conclusions:

• The QRT and RSPQ-2F are supported as valid tools for assessing changes in reflective thinking and learning approaches.
• Measuring these outcomes enhances understanding of instructional strategies and professional reasoning.
• These assessments contribute to fostering self-directed learning in MOT and DPT programs.