The feasibility of an electronic reflective practice exercise among physiotherapy students

Figures & data

Figure 1. Schön's model of reflective practice.

Table

Practice points

Faculty should seek input from students on how to best incorporate the reflective practice component within the curriculum. Restricting comments by faculty to the reflective practice process and not the content was appreciated by the student and potentially minimized the students’ anxieties. Electronic means is an efficient and feasible way to complete the reflective practice exercise. Providing a structure for the reflection papers is helpful to the students as they start to develop their skill. Peer discussion is beneficial to the students and could potentially replace faculty feedback after the first stage.

Table 1.  Guiding questions for reflection assignment

1. Describe the event, issue, or situation.

2. What went well?

3. What were the difficulties encountered?

4. What gaps in your educational knowledge and skill have you identified?

5. How are you going to minimize the gaps? (i.e. a learning plan)

6. What additional resources do you need to improve this?

7. What will you do differently next time?

Notes: Questions were adapted from the College of Physical Therapists of Ontario Professional Portfolio Guide (March 2004). The College of Physiotherapists of Ontario is the provincial licensing/registration body for physical therapists in Ontario. The Professional Portfolio Guide was developed as a tool for Registered physical therapists to demonstrate ongoing competency.

Table 2.  Submission and action for student reflections

	What was submitted	Submitted to?	Action
Reflection 1	Reflection paper	Faculty (BM)	Feedback from DCE
Reflection 2	Reflection paper	Student Peer	Receive feedback from peer
Reflection 3	Learning plan	Faculty (BM)	Sent back to students before next clinical internship

Table 3.  Quality of reflection papers

Rating	Quality parameters/criteria
Descriptive	□ Simple description of the event
Analytical	□ Description of the event
	□ Some insight into potential improvements to the situation
	□ Does not demonstrate how the event fits in the bigger picture
Evaluative	□ Description of the event
	□ Deep insight into improvements to the situation
	□ Demonstrates how the event fits in the bigger picture

Figure 2. Depth of first reflection.

Figure 3. Reported time to complete reflections.

Figure 4. Helpfulness of faculty and peer feedback.