Teaching Critical Reflection in Occupational Therapy: A Quantitative Pre/Post Evaluation of Student Learning
نویسندگان
چکیده
This study was designed to answer the question, “Does student recognition of assumptions underlying occupational therapy practice increase after participation in guided exercises critical reflection?” The project is grounded (as first named by Whiteford and Townsend) promote students reflect actively on dominant disciplinary ideologies self-reflect how one’s social positionality impacts understandings participation. concept non-sanctioned occupations drawn as a means facilitate changes recognition. A one group, quantitative pre/post design with six open-ended responses undertaken master’s-level (N = 53) at two private universities. learning module involving an interactive 90-min lecture pre-assigned reading associated reflection guide used questioning ideologies. Even when introduced small amounts, use education shows benefits. Wilcoxon signed rank tests indicated model increased personal assumptions. Thematic qualitative analysis confirmed these results described patterns change between surveys. demonstrates potential for curricula embed methods that instill self-reflection emerging practitioners, promise transforming clinical assessment practice.
منابع مشابه
Teaching Critical Reflection
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ژورنال
عنوان ژورنال: The Open Journal of Occupational Therapy
سال: 2023
ISSN: ['2168-6408']
DOI: https://doi.org/10.15453/2168-6408.2102