Background and Purpose

The department of physiotherapy at the University of the Witwatersrand has a programme that allows fourth year physiotherapy students to experience learning in a rural setting. This experience is assessed using a portfolio (a reflective diary is an integral part of a portfolio). To date, the portfolios have only been assessed in terms of the students achieving the learning objectives. The process has not been evaluated for its effectiveness in promoting a reflective learner.  A reflective learner is considered as one who will develop critical thinking and better accountability. The aim of this study was to assess evidence of reflective practice from the student’s reflective diaries.

Relevance

Portfolios are a good tool to promote, encourage and develop reflective practice for students.

Participants

4^th year physiotherapy students rural block reflective diaries (part of the portfolios) were used.

Method and Analysis

A qualitative approach was used to assess evidence of reflective practice in student reflective diaries. Coding and guided content analysis were done using a framework compiled from the literature. The coding framework outlined the levels of reflective practice from the lowest level being identifying learning outcomes to the highest being abstract concept formation.

Results

Forty eight portfolios with reflective diaries were available for analysis by the researchers. Data saturation was obtained after eight reflective diaries were analysed. The majority of student diaries reflected a low level of reflective practice, with only a few attaining a high level of reflective practice.

Conclusion

Physiotherapy students who experience learning in a rural setting achieve low levels of reflective practice. A minority of students were able to progress their reflection to reveal elements of critical thought, reflective thinking and further still, abstract concept formation.

Implication

Portfolio is a very good assessment tool to assess and enhance reflective practice for physiotherapy students.

Key words: reflective practice, portfolio, physiotherapy

Funding Source and Acknowledgement

This study was funded by the physiotherapy department of the University of the Witwatersrand, Johannesburg, South Africa.

Ethics approval

Ethical clearance was applied for and obtained from the Human Ethics Research Committee of the University if the Witwatersrand, Johannesburg, South Africa.

Presenter biography

Current position and research interest areas

Douglas is a senior lecturer in the physiotherapy department at the University of the Witwatersrand in Johannesburg. His areas of lecturing and special interest are public health and community physiotherapy for physiotherapy students. Research interest areas include disability issues, use and development of outcome measures especially at PHC level and management of rehabilitation programmes at primary health care clinics.

Professional qualifications

Douglas obtained his basic degree, BSc Physiotherapy at MEDUNSA in 1995 and a Master in Public Health (Community Rehabilitation) in 2005 and PhD in 2011 at the University of the Witwatersrand.