Teaching reflection: speech & language therapy students using visual clues for reflection

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Abstract

INTRODUCTION: Reflection is an essential tool for the development of professional behaviour. Central to all reflection methods is language, either written or spoken. As the use of language is not easy for all students, especially those learning in a language other than their native tongue, it is essential that teachers use alternative methods to stimulate reflection.

AIM: To identify the benefits that speech and language therapy students perceive in an educational approach that combines pictures and drawings as a stimulus for reflecting on professional experiences.

METHOD: During an international course twenty-two students of various nationalities participated in a two-hour session and reflected on professional experiences. To stimulate reflection, drawings and pictures were used. All the students were asked to evaluate this educational approach by responding to five open-ended questions. Their responses were coded and analyzed.

RESULTS: Students' comments fell into three categories of perceived benefits: (1) educational approach benefits; (2) personal benefits; and (3) professional benefits. Almost all the students reported that the nature of the reflection exercises helped them verbalize their experiences after the profession-related exercises.

CONCLUSION: This study provides evidence that visualizing as a first step towards verbalizing experiences can foster learning through reflection. It provides students with greater opportunities to verbalize awareness, especially within a group of students who may have difficulty expressing themselves in a non-native language.

Original languageEnglish
Number of pages6
JournalEducation for health
Volume23
Issue number3
Publication statusPublished - Nov 2010

Keywords

  • Audiovisual Aids
  • Humans
  • Speech Therapy
  • Students
  • Surveys and Questionnaires
  • Teaching
  • Thinking
  • Journal Article

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