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Using the
Power of Student Reflection to Enhance Professional Development
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Sonia S. Zimmerman, MA, OTR/L, FAOTA
Debra J. Byram Hanson, MA, OTR/L
Jan E. Stube, PhD, OTR/L
Janet S. Jedlicka, PhD, OTR/L
LaVonne Fox, PhD, OTR/L
Occupational Therapy Department
School of Medicine and Health Sciences
University of North Dakota
Citation:
Zimmerman, S., Hanson,
D., Stube, J., Jedlicka, J., Fox, L. Using the Power of Student Reflection
to Enhance Professional Development. The Internet Journal of Allied Health
Sciences and Practice. April 2007, Volume 5 Number 2.
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Abstract
Student personal and professional development is an area of
increasing importance in professional education programs. The
practitioner of the future needs to be able to reflect and self-assess
his/her learning in order to take intentional steps toward developing
or continuing competency. The purpose of this article is to describe
the evolution of one program’s process of incorporating
self-reflection and feedback as an integral part of the curriculum.
Examples of the guiding questions are included. The value of a
self-reflective student evaluation process in the development of
reflective practice and its implementation within a professional
healthcare curriculum and future practice environments are discussed. |
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Keywords
and terms: student professional development –
self-reflection – allied health education |
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