The effect of specific feedback on critical reflection of physical therapy students during internships


Dye, Deanna C.. (2007). The effect of specific feedback on critical reflection of physical therapy students during internships. Theses and Dissertations Collection, University of Idaho Library Digital Collections.

The effect of specific feedback on critical reflection of physical therapy students during internships
Dye, Deanna C.
Critical thinking College students--Life skills assessment
Adult Education
BACKGROUND: The literature strongly indicates that critical reflection (CR) is an essential skill for expert clinical practice in various professions. Studies quantitatively measuring CR have provided inconclusive results of the effectiveness of various methods. The primary purpose of this study was to determine the effect of specific written feedback provided by the coordinating faculty member (CC) on students' CR ability demonstrated in their written weekly journal entries during two consecutive full-time clinical internships. In addition, factors at the clinical site and demographic factors were considered. METHODS: The study used a quasi-experimental causal comparative cross-over design. The sample consisted of a single cohort of students participating in their final clinical internships. The cohort was divided into two groups (Group 1 and Group 2) using a stratified random process. Students submitted weekly journal entries to the CC via e-mail. The submissions were read and the demonstrated CR was scored on a 5-point scale. Specific feedback from the CC was provided via e-mail. Group 1 received specific feedback during the first 8-week internship and Group 2 received specific feedback during the last 8-week internship. When not receiving specific feedback, the groups received general encouragement. RESULTS: Few statistical differences were noted. Small sample size, limited data variance, and missing data increased the chance of a Type II error. Descriptively, the removal of specific feedback during the second 8-weeks after receiving feedback during the first 8-weeks appeared to have a negative effect on students demonstrated CR. The addition of specific feedback during the second 8-weeks may or may not have had an effect. A significant difference between groups regarding clinical site factors was identified with Group 2 reporting greater support and assistance at the internship. CONCLUSION: It is still undetermined whether specific feedback makes a difference in the students' CR ability as reflected in journal writing. However, it does appear that the timing and continuation of feedback once provided may be a factor in student performance. Continued research to identify the best method for developing CR in graduate professional students is warranted to elucidate the best practice for adult educators in higher education.
Thesis (Ph. D., Adult Education)--University of Idaho, April 2007.
Major Professor:
Lee Ostrom.
Defense Date:
April 2007.
Format Original:
ix, 150 leaves :ill. ;29 cm.

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