Journal article

Honesty in critically reflective essays: an analysis of student practice

Stephen Maloney, Joanna Hong-Meng Tai, Kristin Lo, Elizabeth Molloy, Dragan Ilic

Advances in Health Sciences Education | SPRINGER | Published : 2013

Abstract

In health professional education, reflective practice is seen as a potential means for self-improvement from everyday clinical encounters. This study aims to examine the level of student honesty in critical reflection, and barriers and facilitators for students engaging in honest reflection. Third year physiotherapy students, completing summative reflective essays on clinical encounters using the modified Gibbs cycle, were invited to participate in an anonymous online survey. Student knowledge and beliefs about reflective practice, and disclosure of the truthfulness of their reflections, were assessed using a mixed method approach. A total of 34 students, from a maximum possible of 48 (71 %)..

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University of Melbourne Researchers