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ERIC Number: EJ1259518
Record Type: Journal
Publication Date: 2020
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1812-9129
EISSN: N/A
Enhancing Reflective Practice of Student Physical Therapists through Video-Assisted Self and Peer-Assessment: A Pilot Study
Ebert, Jeffrey G.; Anderson, Jeannette R.; Taylor, Leslie F.
International Journal of Teaching and Learning in Higher Education, v32 n1 p31-38 2020
Reflective practice, in its comprehensive intent, allows a practitioner to make meaning of complex situations. While opportunities for developing reflective thinking are readily available in health professional education programs, opportunities for developing reflective practice abilities are limited. This pilot study was undertaken to address that gap and assess student physical therapists' perceptions of a series of non-graded, video-recorded practice experiences on developing their reflective practice abilities. The study used a quasi-experimental design with collection of quantitative and qualitative data. Physical therapy students reported an increased awareness of their verbal and nonverbal strengths and areas for improvement, their ability to give and receive feedback to a peer, and ways to improve their psychomotor skill performance. Students identified that they would have liked to have initiated this type of self- and peer-assessment earlier in the curriculum. The assignment served as a specific method of teaching reflective practice in the physical therapy curriculum and has broader application for other healthcare and higher education programs.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A