Facilitating the development and maintenance of reflection in speech pathology students
DOI:
https://doi.org/10.33966/hepj.2.2.13579Abstract
Speech pathology students can develop and demonstrate critical reflection over time, although their engagement in reflection as a lifelong learning strategy remains sub-optimal. Educators play an integral role in the facilitation of students’ development and sustained engagement in reflective activities. This is a challenging task due to the nature of the development of reflection, factors that influence student facilitation and methods to measure reflection with tertiary healthcare students. This paper reports on a mixed methods single case study with embedded units, which was used to determine the development, maintenance and facilitation of reflection with six speech pathology students. The study spanned 10 weeks and two professional placements, during which students received a combination of face-to-face and email facilitation to support their reflection development. Quantitative results identified three novel trajectories: 1) steady growth from introspection to reflection and critical reflection; 2) no clear change in depth of reflection over time; and 3) gradual decline in depth of reflection. Qualitative results situated these trajectories with factors that influenced students’ experiences, including the internalisation of reflection, understanding the value of reflection, the influence of time and the mode of facilitation. Outcomes from this study may be used by educators to support the facilitation, development and maintenance of reflection in speech pathology students.
Downloads
References
Albert, MA & Dahling, JJ 2016, 'Learning goal orientation and locus of control interact to predict academic self-concept and academic performance in college students', Personality and Individual Differences, vol. 97, pp. 245-8.
American Speech-Language-Hearing Association 2012, Ad Hoc Committee on Supervision in Speech-Language Pathology 24/03/2019, .
Andersen, NB, O’Neill, L, Gormsen, LK, Hvidberg, L & Morcke, AM 2014, 'A validation study of the psychometric properties of the Groningen Reflection Ability Scale', BMC medical education, vol. 14, no. 1, p. 1.
Aronson, L, Niehaus, B, Hill‐Sakurai, L, Lai, C & O’Sullivan, PS 2012, 'A comparison of two methods of teaching reflective ability in Year 3 medical students', Medical education, vol. 46, no. 8, pp. 807-14.
Boud, D, Keogh, R & Walker, D 1985, Reflection: Turning experience into learning, Routledge.
Brockbank, A & McGill, I 2007, Facilitating reflective learning in higher education, McGraw-Hill Education (UK).
Chamberland, M, Mamede, S, St‐Onge, C, Setrakian, J, Bergeron, L & Schmidt, H 2015, 'Self‐explanation in learning clinical reasoning: the added value of examples and prompts', Medical education, vol. 49, no. 2, pp. 193-202.
Chretien, K, Goldman, E & Faselis, C 2008, 'The reflective writing class blog: using technology to promote reflection and professional development', Journal of General Internal Medicine, vol. 23, no. 12, pp. 2066-70.
Chuan-Yuan, C, Ying-Tai, W, Ming-Hsia, H & Jia-Te, L 2013, 'Reflective learning in physical therapy students: Related factors and facilitative effects of a short introduction', Procedia-Social and Behavioral Sciences, vol. 93, pp. 1362-7.
Clynes, MP & Raftery, SE 2008, 'Feedback: an essential element of student learning in clinical practice', Nurse Education in Practice, vol. 8, no. 6, pp. 405-11.
Constantinou, M & Kuys, SS 2013, 'Physiotherapy students find guided journals useful to develop reflective thinking and practice during their first clinical placement: a qualitative study', Physiotherapy, vol. 99, no. 1, pp. 49-55.
Cook, K, Tillard, G, Wyles, C, Gerhard, D, Ormond, T & McAuliffe, M 2017, 'Assessing and developing the written reflective practice skills of speech-language pathology students', International Journal of Speech-Language Pathology, pp. 1-10.
Dekker, H, Schönrock-Adema, J, Snoek, JW, van der Molen, T & Cohen-Schotanus, J 2013, 'Which characteristics of written feedback are perceived as stimulating students’ reflective competence: an exploratory study', BMC medical education, vol. 13, no. 1, p. 94.
Deslandes, R, Lucas, C, Hughes, ML & Mantzourani, E 2018, 'Development of a template to facilitate reflection among student pharmacists', Research in Social and Administrative Pharmacy, vol. 14, no. 11, pp. 1058-63.
Donaghy, M & Morss, K 2007, 'An evaluation of a framework for facilitating and assessing physiotherapy students' reflection on practice', Physiotherapy Theory and Practice, vol. 23, no. 2, pp. 83-94.
Donaghy, ME & Morss, K 2000, 'Guided reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy', Physiotherapy Theory and Practice, vol. 16, no. 1, pp. 3-14.
Donovan, MO 2007, 'Implementing reflection: Insights from pre-registration mental health students', Nurse education today, vol. 27, no. 6, pp. 610-6.
Driessen, E, Tartwijk, Jv & Dornan, T 2008, 'The self critical doctor: helping students become more reflective', BMJ (CR)-print, vol. 336, no. 7648, p. 827.
Dunn, L & Musolino, GM 2011, 'Assessing reflective thinking and approaches to learning', Journal of allied health, vol. 40, no. 3, pp. 128-36.
Dunne, M, Nisbet, G, Penman, M & McAllister, L 2016, 'Influences and Outcomes: A Systematised Review of Reflective Teaching Strategies in Student Healthcare Placements', International Journal of Practice-based Learning in Health and Social Care, vol. 4, no. 1, pp. 55-77.
Gale, NK, Heath, G, Cameron, E, Rashid, S & Redwood, S 2013, 'Using the framework method for the analysis of qualitative data in multi-disciplinary health research', BMC medical research methodology, vol. 13, no. 1, p. 117.
Gibbs, G 1988, Learning by doing: A guide to teaching and learning methods.
Greenfield, BH, Bridges, PH, Carter, V, Barefoot, T, Dobson, A, Eldridge, E, Nicoletti, L, Ng, N & Phillips, T 2017, 'Reflective Narratives by Student Physical Therapists on Their Early Clinical Experiences: An Inductive and Deductive Analysis—The Use of a Reflective Framework', Journal of Physical Therapy Education, vol. 31, no. 4, pp. 49-58.
Guest, G, MacQueen, KM & Namey, EE 2012, 'Validity and reliability (credibility and dependability) in qualitative research and data analysis', Applied thematic analysis. London: Sage Publications, pp. 79-106.
Health Education and Training Institute 2012, The Superguide: A handbook for supervising allied health professionals, <https://www.heti.nsw.gov.au/__data/assets/pdf_file/0005/424859/Superguide-May-2012.pdf>.
Hill, AE, Davidson, BJ & Theodoros, DG 2012, 'Reflections on clinical learning in novice speech–language therapy students', International Journal of Language & Communication Disorders, vol. 47, no. 4, pp. 413-26.
Ip, WY, Lui, MH, Chien, WT, Lee, IF, Lam, LW & Lee, D 2012, 'Promoting self-reflection in clinical practice among Chinese nursing undergraduates in Hong Kong', Contemporary nurse, vol. 41, no. 2, pp. 253-62.
Jensen, SK & Joy, C 2005, 'Exploring a model to evaluate levels of reflection in baccalaureate nursing students' journals', Journal of Nursing Education, vol. 44, no. 3, p. 139.
Kember, D, Leung, DY, Jones, A, Loke, AY, McKay, J, Sinclair, K, Tse, H, Webb, C, Yuet Wong, FK & Wong, M 2000, 'Development of a questionnaire to measure the level of reflective thinking', Assessment & Evaluation in Higher Education, vol. 25, no. 4, pp. 381-95.
Kember, D, McKay, J, Sinclair, K & Wong, FKY 2008, 'A four‐category scheme for coding and assessing the level of reflection in written work', Assessment & Evaluation in Higher Education, vol. 33, no. 4, pp. 369-79.
Lillyman, S, Gutteridge, R & Berridge, P 2011, 'Using a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection', Nurse Education in Practice, vol. 11, no. 3, pp. 179-85.
Lucas, C, Gibson, A & Buckingham Shum, S 2018, 'Utilization of a novel online reflective learning tool for immediate formative feedback to assist pharmacy students’ reflective writing skills', American Journal of Pharmaceutical Education, p. ajpe6800.
Mamede, S & Schmidt, HG 2004, 'The structure of reflective practice in medicine', Medical education, vol. 38, no. 12, pp. 1302-8.
Mann, K, Gordon, J & MacLeod, A 2009, 'Reflection and reflective practice in health professions education: a systematic review', Advances in health sciences education, vol. 14, no. 4, pp. 595-621.
Mann, KV 2011, 'Theoretical perspectives in medical education: past experience and future possibilities', Medical education, vol. 45, no. 1, pp. 60-8.
McAllister, L & Lincoln, M 2004, Clinical education in speech-language pathology, Whurr.
McAllister S, LM, Ferguson A, McAllister L 2013, Professional Competencies, Speech Pathology Australia Ltd.
Mezirow, J 1991, Transformative dimensions of adult learning, ERIC, San Francsico.
Miller-Kuhlmann, R, O’sullivan, PS & Aronson, L 2016, 'Essential steps in developing best practices to assess reflective skill: A comparison of two rubrics', Medical teacher, vol. 38, no. 1, pp. 75-81.
O’Keefe, M, Burgess, T, McAllister, S & Stupans, I 2012, 'Twelve tips for supporting student learning in multidisciplinary clinical placements', Medical teacher, vol. 34, no. 11, pp. 883-7.
Ottenberg, AL, Pasalic, D, Bui, GT & Pawlina, W 2016, 'An analysis of reflective writing early in the medical curriculum: The relationship between reflective capacity and academic achievement', Medical teacher, vol. 38, no. 7, pp. 724-9.
Paget, T 2001, 'Reflective practice and clinical outcomes: practitioners’ views on how reflective practice has influenced their clinical practice', Journal of clinical nursing, vol. 10, no. 2, pp. 204-14.
Plack, MM, Heidi Dunfee PT, D & Aaron Rindflesch, P 2008, 'Virtual action learning sets: a model for facilitating reflection in the clinical setting', Journal of Physical Therapy Education, vol. 22, no. 3, p. 33.
Reeve, J 2012, 'A self-determination theory perspective on student engagement', in Handbook of research on student engagement, Springer, pp. 149-72.
Roche, A & Coote, S 2008, 'Focus group study of student physiotherapists’ perceptions of reflection', Medical education, vol. 42, no. 11, pp. 1064-70.
Schön, D 2001, 'From Technical Rationality to reflection-in-action', in Supporting lifelong learning, Routledge, pp. 50-71.
SoriĆ, I & Palekčić, M 2009, 'The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions', European Journal of Psychology of Education, vol. 24, no. 4, p. 545.
Speech Pathology Australia 2017, Competency Based Occupational Standards, 31/03/2019, <https://www.speechpathologyaustralia.org.au/SPAweb/SPAweb/Resources_for_Speech_Pathologists/CBOS/CBOS.aspx>.
Stark, P, Roberts, C, Newble, D & Bax, N 2006, 'Discovering professionalism through guided reflection', Medical teacher, vol. 28, no. 1, pp. e25-e31.
Tillard, GD, Cook, K, Gerhard, D, Keast, L & McAuliffe, M 2018, 'Speech-language pathology Student Participation in Verbal Reflective Practice Groups: perceptions of development, value and group condition differences', Teaching and Learning in Communication Sciences & Disorders, vol. 2, no. 2, p. 5.
Tsingos, C, Bosnic-Anticevich, S & Smith, L 2014, 'Reflective practice and its implications for pharmacy education', American Journal of Pharmaceutical Education, vol. 78, no. 1, p. 18.
Uygur, J, Stuart, E, De Paor, M, Wallace, E, Duffy, S, O’Shea, M, Smith, S & Pawlikowska, T 2019, 'A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51', Medical teacher, vol. 41, no. 1, pp. 3-16.
Wald, HS, Borkan, JM, Taylor, JS, Anthony, D & Reis, SP 2012, 'Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing', Academic Medicine, vol. 87, no. 1, pp. 41-50.
Walker, R, Cooke, M, Henderson, A & Creedy, DK 2013, 'Using a critical reflection process to create an effective learning community in the workplace', Nurse education today, vol. 33, no. 5, pp. 504-11.
Yin, RK 2013, Case study research: Design and methods, 5 edn, Sage publications.
