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Introducing physiotherapy students to the idea of 'reflective practice'
1School of Physiotherapy, Queen Elizabeth Medical Centre, Edgbaston, Birmingham, UK.
Medical Teacher
|January 1, 1993
Summary
This study introduces reflection as an active learning tool for physiotherapy students. Clear definitions can encourage educators to integrate reflective practice into curricula.
Area of Science:
- Health Professions Education
- Physiotherapy
- Pedagogy
Background:
- Ambiguity in defining 'reflection' and 'reflective practice' hinders their adoption in student education.
- Physiotherapy training requires effective methods for developing critical thinking and self-assessment skills.
Purpose of the Study:
- To explore the concept of reflection as a tool for active learning in physiotherapy.
- To investigate the application and outcomes of introducing reflection to physiotherapy students.
Main Methods:
- Consideration of various perspectives on the meaning of reflection.
- Introduction of reflection as an active learning strategy to a cohort of physiotherapy students.
- Analysis of student reflection transcripts from pre-clinical and clinical learning exercises.
Main Results:
- Student reflections were captured and analyzed during experimental learning phases.
- The study provides qualitative data on how physiotherapy students engage with reflective practice.
Conclusions:
- Defining reflection clearly can reduce educator reluctance and facilitate its integration into physiotherapy education.
- Reflection serves as a valuable tool for active learning, enhancing student development in physiotherapy programs.