Browsing Research Articles (Physiotherapy) by Subject "Reflection"
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Frantz, Jose M.; Rowe, Michael (Health and Medical Publications Group, 2013)[more][less]
Abstract: Background. Evidence-based practice (EBP) is the process by which a clinician evaluates the quality of evidence before applying it in the management of a patient. Many practitioners struggle to integrate this research-based evidence into their professional practice. Blogs have been identified as useful pedagogical tools that can facilitate the sharing of ideas and clinical experiences among peers to reflect on diverse learning experiences. Objectives. A qualitative research design was used to examine the use of reflective blogging to teach the process of EBP in physiotherapy. Methods. A conveniently selected group of postgraduate students who were registered for an EBP module participated in the study. Blogging was used to teach the process of EBP in physiotherapy using Kolb's cycle as a guiding and an evaluative framework. Students reflected on and shared their learning experiences in ways that exposed the limits of their understanding around certain concepts. Results. The results reflect how students moved from assisted to independent performance by identifying gaps in their own understanding and finding the answers themselves. Conclusion. Reflective blogging was found to be a valuable tool for promoting meaningful learning activities among participants and assisted students in making sense of their shared experiences. It was also an effective tool to be used in teaching the process of EBP. URI: http://hdl.handle.net/10566/615 Files in this item: 1
FrantzBloggingPhysiotheraphy2013.pdf (1.131Mb) -
Rowe, Michael (Informa Healthcare, 2012)[more][less]
Abstract: Background: The development of practice knowledge is an important component of clinical education and reflective reasoning is known to play a role in its development. Online social networks may have some potential for developing practice knowledge by providing tools for clinical educators to guide students’ reasoning practices. Aim: To determine if an online social network could be used to facilitate reflective reasoning in clinical contexts, as it relates to developing practice knowledge. Method: The study was conducted within a South African university, physiotherapy department, using an online social network to facilitate engagement. Tharp and Gallimore’s theory of assisted performance was used as a framework to conduct qualitative analysis of students’ reflective blog posts within the network. Results: The lecturer was able to use strategies within the assisted performance framework to facilitate reflection among students. These included modelling, contingency management, feedback, instruction, questioning and cognitive structuring. The features of the social network enabled enhanced communication between teacher and student, as well as promoted engagement around clinical scenarios. Conclusion: Online social networks can be used to facilitate reflective reasoning as part of the development of practice knowledge by exposing students’ understanding of clinical practice. However, careful facilitation using sound pedagogy is still necessary to guide students to deeper understanding URI: http://hdl.handle.net/10566/427 Files in this item: 1
RoweSocialNetworks2012.pdf (185.4Kb)
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