How and why do undergraduate physiotherapy students use reflection in learning and practice?

Meredith Jane Willmott

Research output: ThesisMaster's Thesis

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Abstract

Using a cross-sectional, mixed method design, this research studied how and why pre-clinical (PC) and clinical (C) level physiotherapy students (n=122) use reflection in learning and practice. Quantitative results showed no significant difference In reflective thinking between cohorts. Qualitative results showed C students were exposed to more experiences that triggered variety of timing and greater depth of reflective thinking. Both cohorts were predominantly extrinsically motivated to reflect. To foster deeper levels of reflection in physiotherapy students; consistent exposure, guidance and opportunity to practise reflective thinking using concrete experiences with intrinsic triggers should be scaffolded throughout PC and C learning environments.
Original languageEnglish
QualificationMasters
Awarding Institution
  • The University of Western Australia
Supervisors/Advisors
  • Brand, Gabrielle, Supervisor
  • Jonas-Dwyer, Diana Renee, Supervisor
  • Miller, Susan Jane, Supervisor
Thesis sponsors
Award date17 Apr 2018
DOIs
Publication statusUnpublished - 2018

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title = "How and why do undergraduate physiotherapy students use reflection in learning and practice?",
abstract = "Using a cross-sectional, mixed method design, this research studied how and why pre-clinical (PC) and clinical (C) level physiotherapy students (n=122) use reflection in learning and practice. Quantitative results showed no significant difference In reflective thinking between cohorts. Qualitative results showed C students were exposed to more experiences that triggered variety of timing and greater depth of reflective thinking. Both cohorts were predominantly extrinsically motivated to reflect. To foster deeper levels of reflection in physiotherapy students; consistent exposure, guidance and opportunity to practise reflective thinking using concrete experiences with intrinsic triggers should be scaffolded throughout PC and C learning environments.",
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doi = "10.4225/23/5af3b803d789c",
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school = "The University of Western Australia",

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How and why do undergraduate physiotherapy students use reflection in learning and practice? / Willmott, Meredith Jane.

2018.

Research output: ThesisMaster's Thesis

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PY - 2018

Y1 - 2018

N2 - Using a cross-sectional, mixed method design, this research studied how and why pre-clinical (PC) and clinical (C) level physiotherapy students (n=122) use reflection in learning and practice. Quantitative results showed no significant difference In reflective thinking between cohorts. Qualitative results showed C students were exposed to more experiences that triggered variety of timing and greater depth of reflective thinking. Both cohorts were predominantly extrinsically motivated to reflect. To foster deeper levels of reflection in physiotherapy students; consistent exposure, guidance and opportunity to practise reflective thinking using concrete experiences with intrinsic triggers should be scaffolded throughout PC and C learning environments.

AB - Using a cross-sectional, mixed method design, this research studied how and why pre-clinical (PC) and clinical (C) level physiotherapy students (n=122) use reflection in learning and practice. Quantitative results showed no significant difference In reflective thinking between cohorts. Qualitative results showed C students were exposed to more experiences that triggered variety of timing and greater depth of reflective thinking. Both cohorts were predominantly extrinsically motivated to reflect. To foster deeper levels of reflection in physiotherapy students; consistent exposure, guidance and opportunity to practise reflective thinking using concrete experiences with intrinsic triggers should be scaffolded throughout PC and C learning environments.

KW - Reflection

KW - Student

KW - Physiotherapy

KW - Physical therapy

KW - Undergraduate

KW - Health professions education

KW - Mixed method

U2 - 10.4225/23/5af3b803d789c

DO - 10.4225/23/5af3b803d789c

M3 - Master's Thesis

ER -