A Play in Three Acts
In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of North Carolina Wilmington
2022-01-01
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| Series: | Journal of Effective Teaching in Higher Education |
| Subjects: | |
| Online Access: | https://jethe.org/index.php/jethe/article/view/232 |
| _version_ | 1818999948053577728 |
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| author | Michelle Yeo Mark Lafave |
| author_facet | Michelle Yeo Mark Lafave |
| author_sort | Michelle Yeo |
| collection | DOAJ |
| description | In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice. |
| first_indexed | 2024-12-20T22:25:31Z |
| format | Article |
| id | doaj.art-b19cc12c3be34d2c8f505b308cf930e4 |
| institution | Directory Open Access Journal |
| issn | 2578-7608 |
| language | English |
| last_indexed | 2024-12-20T22:25:31Z |
| publishDate | 2022-01-01 |
| publisher | University of North Carolina Wilmington |
| record_format | Article |
| series | Journal of Effective Teaching in Higher Education |
| spelling | doaj.art-b19cc12c3be34d2c8f505b308cf930e42022-12-21T19:24:50ZengUniversity of North Carolina WilmingtonJournal of Effective Teaching in Higher Education2578-76082022-01-014310.36021/jethe.v4i3.232A Play in Three ActsMichelle Yeo0Mark Lafave1Mount Royal UniversityMount Royal UniversityIn some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice.https://jethe.org/index.php/jethe/article/view/232reflectionreflective writingprofessional educationqualitative researchathletic therapy |
| spellingShingle | Michelle Yeo Mark Lafave A Play in Three Acts Journal of Effective Teaching in Higher Education reflection reflective writing professional education qualitative research athletic therapy |
| title | A Play in Three Acts |
| title_full | A Play in Three Acts |
| title_fullStr | A Play in Three Acts |
| title_full_unstemmed | A Play in Three Acts |
| title_short | A Play in Three Acts |
| title_sort | play in three acts |
| topic | reflection reflective writing professional education qualitative research athletic therapy |
| url | https://jethe.org/index.php/jethe/article/view/232 |
| work_keys_str_mv | AT michelleyeo aplayinthreeacts AT marklafave aplayinthreeacts AT michelleyeo playinthreeacts AT marklafave playinthreeacts |