Ward Alan, Gracey Jacqueline
School of Health Sciences, University of Ulster, Co Antrim, Northern Ireland.
Med Teach. 2006 Feb;28(1):e32-9. doi: 10.1080/01421590600568512.
There has been recent increasing interest in reflective practice within physiotherapy education as a method for reducing the 'theory-practice gap' and as a means of articulating, exposing and developing knowledge embedded in practice. Several contrasting theories have been developed to explain the role, place, purpose and definition of reflection in learning and teaching; however, much of the research to date has relied on theoretical debate rather than high quality empirical evidence. The aim of this paper was therefore, to report how a group of United Kingdom (UK) based physiotherapy Professional Practice Coordinators (n = 33) with their unique insight into the concept from both the academic and clinical perspective viewed and interpreted the use of reflective practice within their physiotherapy curriculum. Consent for the study was obtained via the professional body (The Chartered Society of Physiotherapists) (CSP) and data was collected via postal questionnaire. Results indicated a diversity of experience in respondents both in terms of their role as Coordinator and their training in reflective practice. There was also no clear consensus regarding facilitative models or assessment methods even though the majority of coordinators believed that reflective practice should be considered to be a central component of physiotherapy teaching strategies. The results of this survey provide a focus for further empirical research into reflective practice as part of the physiotherapy curricula, while advancing the understanding of reflective practice from a broader perspective and clarifying the benefits to students, teachers, patients and practitioners.
近期，物理治疗教育领域对反思性实践的兴趣日益浓厚，它被视为缩小“理论与实践差距”的一种方法，也是阐述、揭示和发展实践中所蕴含知识的一种手段。为了解释反思在学习和教学中的作用、地位、目的及定义，已形成了几种截然不同的理论；然而，迄今为止的许多研究都依赖于理论辩论，而非高质量的实证证据。因此，本文旨在报告一群来自英国的物理治疗专业实践协调员（共33人）如何从学术和临床角度对反思性实践这一概念有独特见解，并审视和解读其在物理治疗课程中的应用。研究同意书通过专业机构（英国特许物理治疗师协会）（CSP）获得，数据通过邮寄问卷收集。结果显示，受访者在作为协调员的角色以及反思性实践培训方面都有不同的经历。尽管大多数协调员认为反思性实践应被视为物理治疗教学策略的核心组成部分，但对于促进性模式或评估方法也没有明确的共识。这项调查的结果为将反思性实践作为物理治疗课程一部分的进一步实证研究提供了重点，同时从更广泛的角度增进了对反思性实践的理解，并阐明了其对学生、教师、患者和从业者的益处。
