Logo image
Back
Pre-professional reflective practice: Strategies, perspectives and experiences
Journal article   Peer reviewed

Pre-professional reflective practice: Strategies, perspectives and experiences

Gopi Anne McLeod, Brett Vaughan, Isabel Carey, Tess Shannon and Emma Winn
International Journal of Osteopathic Medicine, Vol.35, pp.50-56
03/2020
DOI: https://doi.org/10.1016/j.ijosm.2019.11.005
url
Pre-professional reflective practice: Strategies, perspectives and experiencesView
Published (Version of record)

Related links

Metrics

127 Record Views
14 Times Cited - Web of Science

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Abstract

Clinical education Education Reflective practice Reflection Osteopathic medicine Osteopathy Curriculum
Introduction: Reflective practice (RP) is a crucial component of health professions' practice. For students, RP is a way to increase their professional competence and improve patient care. To facilitate RP in students and meet their learning needs, educators need an understanding of their students' knowledge and experiences of RP. The aims of this research were to explore senior student osteopaths’ experiences of RP and develop recommendations for improving student engagement with RP. Method: This research used a descriptive survey method. All students enrolled in the Master of Osteopathic Medicine at Southern Cross University during 2016 were invited to complete an anonymous online survey. Results: Students perceived RP as an important catalyst for personal and professional development. They reported using reflection to reconsider clinical decisions, identify gaps in their knowledge and skills, and enhance patient-centred care. Students felt there was a need for RP to be introduced earlier in the course (Year 1) and that greater focus be given to RP during workplace learning including allocation of time for reflective discussion with clinical educators. The data revealed that students who had completed a previous postgraduate qualification were more likely to use reflection frequently, especially after patient consultations. Conclusion: This research supports the important role that RP can play in developing professional competence in student osteopaths and identifies curricula approaches that have the potential to improve student engagement

Details

Logo image