Facilitating the development and maintenance of reflection in speech pathology students

Speech pathology students can develop and demonstrate critical reflection over time, although their engagement in reflection as a lifelong learning strategy remains sub-optimal. Educators play an integral role in the facilitation of students’ development and sustained engagement in reflective activities. This is a challenging task due to the nature of the development of reflection, factors that influence student facilitation and methods to measure reflection with tertiary healthcare students. This paper reports on a mixed methods single case study with embedded units, which was used to determine the development, maintenance and facilitation of reflection with six speech pathology students. The study spanned 10 weeks and two professional placements, during which students received a combination of face-to-face and email facilitation to support their reflection development. Quantitative results identified three novel trajectories: 1) steady growth from introspection to reflection and critical reflection; 2) no clear change in depth of reflection over time; and 3) gradual decline in depth of reflection. Qualitative results situated these trajectories with factors that influenced students’ experiences, including the internalisation of reflection, understanding the value of reflection, the influence of time and the mode of facilitation. Outcomes from this study may be used by educators to support the facilitation, development and maintenance of reflection in speech pathology students

Influences and outcomes: A systematised review of reflective teaching strategies in student healthcare placements

The development of reflection in tertiary students benefits from facilitation. Educators commonly facilitate the development of affective, cognitive, and meta-cognitive skills associated with reflection. Reflective teaching strategies, that is, guiding comments or questions used within an activity to stimulate cognitive processes, are strategies used by educators to facilitate reflection. This systematised review focuses on the approaches used to measure influences and outcomes of the teaching of reflection in order to enhance educators’ understanding of recent evidence for use in the placement setting. The review explores what outcome measures are used in current research, and how the evidence incorporates contextual factors such as time, safety, mentorship, supervision, and emotional and intellectual support to develop reflection in students. Systematised searching of CINAHL®, ProQuest, ERIC, OvidSP, Scopus®, and Web of Science™ databases for the period 2005 to 2015 identified 26 studies, from a pool of 6968 that met the inclusion criteria. Results indicate that a range of reflective teaching strategies are being used by allied and oral health, nursing, and the medical professions that assist movement towards critical reflection. No direct connection between this movement and the presence of contextual factors was established. Review outcomes are limited by the variable quality of the included studies and the lack of high quality tools for measurement of teaching effect on the development of reflection. We recommend that future studies into the use of reflective teaching strategies continue to incorporate contextual factors in combination with valid and reliable measurement practices in the workplace

Influences and outcomes: A systematised review of reflective teaching strategies in student healthcare placements

The development of reflection in tertiary students benefits from facilitation. Educators commonly facilitate the development of affective, cognitive, and meta-cognitive skills associated with reflection. Reflective teaching strategies, that is, guiding comments or questions used within an activity to stimulate cognitive processes, are strategies used by educators to facilitate reflection. This systematised review focuses on the approaches used to measure influences and outcomes of the teaching of reflection in order to enhance educators’ understanding of recent evidence for use in the placement setting. The review explores what outcome measures are used in current research, and how the evidence incorporates contextual factors such as time, safety, mentorship, supervision, and emotional and intellectual support to develop reflection in students. Systematised searching of CINAHL®, ProQuest, ERIC, OvidSP, Scopus®, and Web of Science™ databases for the period 2005 to 2015 identified 26 studies, from a pool of 6968 that met the inclusion criteria. Results indicate that a range of reflective teaching strategies are being used by allied and oral health, nursing, and the medical professions that assist movement towards critical reflection. No direct connection between this movement and the presence of contextual factors was established. Review outcomes are limited by the variable quality of the included studies and the lack of high quality tools for measurement of teaching effect on the development of reflection. We recommend that future studies into the use of reflective teaching strategies continue to incorporate contextual factors in combination with valid and reliable measurement practices in the workplace

Making connections and promoting the profession: social media use by World Federation of Occupational Therapy member organisations

BACKGROUND: World Federation of Occupational Therapists (WFOT) member organisations comprise 77 national occupational therapy organisations across the world. Each national organisation interacts with its members and the public using diverse methods. Increasingly, national organisations are broadening their communication methods. OBJECTIVE: The objective of this study was to examine if and how occupational therapy organisations are using social media for communication, and if so, the types of concerns or barriers they experience and what role they anticipate social media might play in the near future. METHODS: An online survey was developed; 57 of 77 WFOT member organisations responded. FINDINGS: This study identified that WFOT national organisations are using social media, to varying degrees, with or without an individual formally assigned to manage social media. Respondents reported that they used social media to: communicate with members, promote the organisation and promote the profession. Commonly expressed needs included assistance with guide- lines for ethical social media use, developing technical expertise, and recognition of limits of time and competing priorities. Recommendations arising from this research are at the global, national, local and individual levels and incorporate active dissemination and pure diffusion approaches. Taking steps to increase the use of social media could indirectly impact occu- pational therapy practice through enhancing organisations’ abilities to support practitioners to enhance their practice. LIMITATIONS AND RECOMENDATIONS FOR FURTHER RESEARCH: Although 57% of WFOT member organisations returned usable responses, there may be some additional perspectives that were not captured. It would be helpful to contact non-responding organisations to explore their social media use and plans. Further research could examine how future initiatives put in place by WFOT impact social media use by member organisations.Published versio

Learning from COVID-19 Experiences to Progress System Change in Practice Education

Abstract not available

Do we have what it takes? An investigation into New Zealand occupational therapists' readiness to be self-directed learners

In 2005, the Occupational Therapy Board of New Zealand (OTBNZ) introduced the Continuing Competence Framework for Recertification (CCFR) which included the mandated requirement for occupational therapists to regularly maintain an online professional development portfolio as part of the evidence required to demonstrate ongoing competence to practice. In designing the process, the assumption made was that all occupational therapists would have the attributes for, and skills of, self-directed learning, however, the degree to which this assumption holds true is not known for this population, nor is it known whether readiness to be a self-directed learner influences occupational therapists’ use of the CCFR as a professional development tool. The aims of this study were to determine the extent to which occupational therapists are ready to be self-directed learners, the factors which influence readiness to be a self-directed learner, and whether or not there is a connection between occupational therapists’ readiness to be a self-directed learner and their use of the CCFR as a professional development tool. Using a convergent parallel mixed methods design, data was collected from 173 participants via an online questionnaire, consisting of demographic and occupational questions and the Self-directed Learning Readiness Scale (Fisher, King, & Tague, 2001) adjusted for this study, and an in-depth interview with 16 participants based on their CCFR, analysed using Garrison’s (1997) Self-directed Learning model. Through triangulation of the qualitative and quantitative data analysed, the research question was answered in the affirmative, in that for the majority of participants, there did appear to be a connection between occupational therapists’ use of the CCFR as a professional development tool and self-directed learning readiness. Whereas the results of this study indicated that the majority of participants in this study were ready to be self-directed learners, factors influencing the use of the CCFR included beliefs or attitudes to learning, the degree of metacognitive awareness of themselves as learners, and personal definitions of competence to practice, with experience in supervision of allied health students and occupational therapists, and years employed, influencing self-directed learning readiness. The findings of this study have implications for occupational therapists, the Occupational Therapy Board of New Zealand, and academic institutions delivering occupational therapy programmes

Do we have what it takes? An investigation into New Zealand occupational therapists' readiness to be self-directed learners

In 2005, the Occupational Therapy Board of New Zealand (OTBNZ) introduced the Continuing Competence Framework for Recertification (CCFR) which included the mandated requirement for occupational therapists to regularly maintain an online professional development portfolio as part of the evidence required to demonstrate ongoing competence to practice. In designing the process, the assumption made was that all occupational therapists would have the attributes for, and skills of, self-directed learning, however, the degree to which this assumption holds true is not known for this population, nor is it known whether readiness to be a self-directed learner influences occupational therapists’ use of the CCFR as a professional development tool. The aims of this study were to determine the extent to which occupational therapists are ready to be self-directed learners, the factors which influence readiness to be a self-directed learner, and whether or not there is a connection between occupational therapists’ readiness to be a self-directed learner and their use of the CCFR as a professional development tool. Using a convergent parallel mixed methods design, data was collected from 173 participants via an online questionnaire, consisting of demographic and occupational questions and the Self-directed Learning Readiness Scale (Fisher, King, & Tague, 2001) adjusted for this study, and an in-depth interview with 16 participants based on their CCFR, analysed using Garrison’s (1997) Self-directed Learning model. Through triangulation of the qualitative and quantitative data analysed, the research question was answered in the affirmative, in that for the majority of participants, there did appear to be a connection between occupational therapists’ use of the CCFR as a professional development tool and self-directed learning readiness. Whereas the results of this study indicated that the majority of participants in this study were ready to be self-directed learners, factors influencing the use of the CCFR included beliefs or attitudes to learning, the degree of metacognitive awareness of themselves as learners, and personal definitions of competence to practice, with experience in supervision of allied health students and occupational therapists, and years employed, influencing self-directed learning readiness. The findings of this study have implications for occupational therapists, the Occupational Therapy Board of New Zealand, and academic institutions delivering occupational therapy programmes

Using cellphones for work placement support

Successful completion of fieldwork placements is an important part of undergraduate health based professions, given that fieldwork provides students not only with the opportunities to learn in the ‘real world’ but also to develop the knowledge and skills for contemporary practice. This article outlines the process of a trial undertaken, at the School of Occupational Therapy, Otago Polytechnic, Dunedin, New Zealand, in which, in collaboration with a telecommunications company, students went on two different fieldwork placements with cellphones. The article describes the use to which the cellphones were put and examines the effectiveness of cellphones as a medium for seeking support. While students valued the cellphones, technological issues, along with a lack of certain functions, led to the Fieldwork Team’s decision to discontinue the funding of free cellphones for use on placement. Insights into what students are seeking and when, in relation to emotional support are presented, along with areas to consider for future research

Preparing students for the future through developing evaluative judgement

In today's environment, health students need to be prepared for an ever changing workplace and workforce. They need to understand what demonstrates good quality work and how to assess their standard of work. Evaluative judgement can contribute to student and graduate self-regulation and autonomy in their learning. This toolbox article describes how to implement strategies for developing evaluative judgement in allied health placements. These strategies were developed as part of an occupational therapy program in rural Western Australia, where experiential education is provided through service-learning with both direct and indirect supervision. Practical advice is provided on the use of peer-assisted learning, rubrics, self-assessment and feedback. Challenges and opportunities in implementing strategies to develop evaluative judgement, such as how to achieve effective feedback, are also discussed. The suggested toolbox may be adapted to various clinical placement contexts. Developing evaluative judgement can help to prepare our students to be lifelong learners. This article empowers educators to promote this capability in their students to create work ready graduates, who are able to operate independently and in rapidly evolving, technologically enabled environments