Promoting Professional Reflection Through Problem-Based Learning Evaluation Activities

SUMMARY

To become competent occupational therapy practitioners, students must develop the ability to reflect upon their current and future professional development. This paper presents one curriculum's approach (the University of New Mexico) to using evaluation activities in problem-based learning to enhance students' cultivation of professional reflection skills. A description of these evaluation activities and accompanying tools is provided along with a critique of their strengths and limitations.

KEYWORDS:

• Professional development
• reflective practitioner
• educational assessment