Pre-professional reflective practice: Strategies, perspectives and experiences

McLeod, GA; Vaughan, B; Carey, I; Shannon, T; Winn, E

Pre-professional reflective practice: Strategies, perspectives and experiences

McLeod, GA Vaughan, B

Carey, I Shannon, T Winn, E

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Publisher:: ELSEVIER SCI LTD
Publication Type:: Journal Article
Citation:: International Journal of Osteopathic Medicine, 2020, 35, pp. 50-56
Issue Date:: 2020-03-01

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Field	Value	Language
dc.contributor.author	McLeod, GA
dc.contributor.author	Vaughan, B https://orcid.org/0000-0002-8623-4558
dc.contributor.author	Carey, I
dc.contributor.author	Shannon, T
dc.contributor.author	Winn, E
dc.date.accessioned	2021-02-08T02:29:28Z
dc.date.available	2021-02-08T02:29:28Z
dc.date.issued	2020-03-01
dc.identifier.citation	International Journal of Osteopathic Medicine, 2020, 35, pp. 50-56
dc.identifier.issn	1746-0689
dc.identifier.issn	1878-0164
dc.identifier.uri	http://hdl.handle.net/10453/145917
dc.description.abstract	© 2019 Elsevier Ltd 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.
dc.language	English
dc.publisher	ELSEVIER SCI LTD
dc.relation.ispartof	International Journal of Osteopathic Medicine
dc.relation.isbasedon	10.1016/j.ijosm.2019.11.005
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1104 Complementary and Alternative Medicine
dc.subject.classification	Orthopedics
dc.title	Pre-professional reflective practice: Strategies, perspectives and experiences
dc.type	Journal Article
utslib.citation.volume	35
utslib.for	1104 Complementary and Alternative Medicine
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2021-02-08T02:29:03Z
pubs.publication-status	Published
pubs.volume	35

Abstract:

© 2019 Elsevier Ltd 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.

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http://hdl.handle.net/10453/145917