Reflective practice in physiotherapy curricula: a survey of UK university based professional practice coordinators.
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| Title: | Reflective practice in physiotherapy curricula: a survey of UK university based professional practice coordinators. |
|---|---|
| Authors: | Ward, Alan1 (AUTHOR), Gracey, Jacqueline1 (AUTHOR) jh.gracey@ulster.ac.uk |
| Source: | Medical Teacher. Feb2006, Vol. 28 Issue 1, p32-e39. 8p. 4 Charts, 3 Graphs. |
| Subject Terms: | *Physical therapy education, *Medical education, *Medical teaching personnel, *Curriculum, *Theory, *Research, Medical practice, Questionnaires, Surveys |
| Geographic Terms: | United Kingdom |
| Abstract: | There has been recent increasing interest in reflective practice within physiotherapy education as a method for reducing the ‘theory-practice gap’ and as a means of articulating, exposing and developing knowledge embedded in practice. Several contrasting theories have been developed to explain the role, place, purpose and definition of reflection in learning and teaching; however, much of the research to date has relied on theoretical debate rather than high quality empirical evidence. The aim of this paper was therefore, to report how a group of United Kingdom (UK) based physiotherapy Professional Practice Coordinators ( n ?=?33) with their unique insight into the concept from both the academic and clinical perspective viewed and interpreted the use of reflective practice within their physiotherapy curriculum. Consent for the study was obtained via the professional body (The Chartered Society of Physiotherapists) (CSP) and data was collected via postal questionnaire. Results indicated a diversity of experience in respondents both in terms of their role as Coordinator and their training in reflective practice. There was also no clear consensus regarding facilitative models or assessment methods even though the majority of coordinators believed that reflective practice should be considered to be a central component of physiotherapy teaching strategies. The results of this survey provide a focus for further empirical research into reflective practice as part of the physiotherapy curricula, while advancing the understanding of reflective practice from a broader perspective and clarifying the benefits to students, teachers, patients and practitioners. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 20531530 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reflective practice in physiotherapy curricula: a survey of UK university based professional practice coordinators. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ward%2C+Alan%22">Ward, Alan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gracey%2C+Jacqueline%22">Gracey, Jacqueline</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jh.gracey@ulster.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2006, Vol. 28 Issue 1, p32-e39. 8p. 4 Charts, 3 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Physical+therapy+education%22">Physical therapy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+teaching+personnel%22">Medical teaching personnel</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+practice%22">Medical practice</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There has been recent increasing interest in reflective practice within physiotherapy education as a method for reducing the ‘theory-practice gap’ and as a means of articulating, exposing and developing knowledge embedded in practice. Several contrasting theories have been developed to explain the role, place, purpose and definition of reflection in learning and teaching; however, much of the research to date has relied on theoretical debate rather than high quality empirical evidence. The aim of this paper was therefore, to report how a group of United Kingdom (UK) based physiotherapy Professional Practice Coordinators ( n ?=?33) with their unique insight into the concept from both the academic and clinical perspective viewed and interpreted the use of reflective practice within their physiotherapy curriculum. Consent for the study was obtained via the professional body (The Chartered Society of Physiotherapists) (CSP) and data was collected via postal questionnaire. Results indicated a diversity of experience in respondents both in terms of their role as Coordinator and their training in reflective practice. There was also no clear consensus regarding facilitative models or assessment methods even though the majority of coordinators believed that reflective practice should be considered to be a central component of physiotherapy teaching strategies. The results of this survey provide a focus for further empirical research into reflective practice as part of the physiotherapy curricula, while advancing the understanding of reflective practice from a broader perspective and clarifying the benefits to students, teachers, patients and practitioners. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01421590600568512 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 32 Subjects: – SubjectFull: Physical therapy education Type: general – SubjectFull: Medical education Type: general – SubjectFull: Medical teaching personnel Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Theory Type: general – SubjectFull: Research Type: general – SubjectFull: Medical practice Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Surveys Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Reflective practice in physiotherapy curricula: a survey of UK university based professional practice coordinators. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ward, Alan – PersonEntity: Name: NameFull: Gracey, Jacqueline IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2006 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Medical Teacher Type: main |
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