Speech-language pathology student participation in verbal reflective practice groups: perceptions of development, value and group condition differences.

Abstract

In summary, there is widespread support for the use of group discussion in reflective practice (Caty et al., 2015). The interaction with peers allows for the exchange and comparison of beliefs and behaviours, perspectives and opinions, and creates a new sense of personal awareness for those involved. While past studies have begun to examine the impact of SLP student reflective practice abilities through assessment (Hill et al., 2012, Cook, Tillard, Wyles, Gerhard, Ormond, & McAuliffe, 2017)) and group discussions (Baxter & Gray, 2001) further investigation into SLP student perceptions of reflective practice and the change of perception over time is warranted. Therefore, this study asked: 1. How do SLP students perceive reflective practice as a learning tool? 2. Do SLP students completing verbal reflective practice groups perceive development in their reflective practice skills over time? 3. Do SLP students in the experimental condition (structured activities) perceive they are developing greater reflective practice skills over time compared to students in the standard practice condition?