Assessing and developing the written reflective practice skills of speech-language pathology students

Area of Science:

• Speech-language pathology education
• Clinical education
• Reflective practice

Background:

• Written reflective practice is crucial for developing critical thinking and problem-solving skills in speech-language pathology (SLP) students.
• Limited research exists on the longitudinal development of these skills during real-time clinical experiences.

Purpose of the Study:

• To investigate the development of breadth and depth in written reflective practice among SLP students over a six-week clinical experience.

Main Methods:

• 59 undergraduate and 14 postgraduate SLP students participated.
• Students submitted written reflections at weeks 2, 4, and 6 of their clinical placement.
• Reflections were coded for breadth and depth using a modified schema, with formative feedback provided after each submission.

Main Results:

• A statistically significant association was found between time and the development of reflection breadth (process and content).
• Reflection depth significantly improved over the six-week period.
• Most students were classified as "reflectors" or "critical reflectors" by the study's end.

Conclusions:

• SLP students demonstrate substantial improvements in both the breadth and depth of their written reflective practice within a six-week timeframe.
• Findings have implications for enhancing clinical teaching strategies in SLP programs.