Carlie J. Driscoll, Hayley Sowden, Kate Boundy
(School of Health & Rehabilitation Sciences, University of Queensland, St. Lucia, Queensland, Australia)
JHS 2016; 6(2): 40-50
Using reflection tools benefits the ongoing development of clinicians. However, there is a paucity of instruments appropriate for reflection in audiology clinical education, despite the availability of such tools in other disciplines. This paper describes a tool – Improving Quality in Practice Placements - Allied Health (iQIPP-AH) Student Guide – for promoting self-reflection.
MATERIAL AND METHODS: A prospective, cohort study in Master of Audiology Studies students (n=23). The tool was applied as an assessment task within a clinical placement course, followed by descriptive analysis of quantitative responses and thematic treatment of qualitative responses.
RESULTS: Less than 75% of the cohort reported completing tasks associated with: (i) pre-reading in preparation for clinical placement; (ii) participation in team activities during placement; and (iii) provision of feedback to practice educators and universities post-placement. Major qualitative themes included lack of established learning goals, willingness to seek educator feedback, willingness to network and engage with other staff, desire to strive for independence, need for resumé writing, improvement in clinical skills, and the intention to continue with reflection and proactivity. Up to 52% of students intended to take further action in relation to the tool’s Quality Indicators.
CONCLUSIONS: The iQIPP-AH Student Guide has the potential to be a useful reflective tool for students in audiology.
Keywords: Audiology, Education, Professional Practice, quality improvement