Experiential learning by Siobhan Gillespie

 Assignment 4, ECAC634 

Siobhan Gillespie: 

Project name: Reflect and Grow: Reducing Learning Blocks

Goal: Incorporate Boud's Reflection Learning for practical applications for 1st-year Physical Therapy Assistant students  

Objective: To help students reflect on their performance and any emotions brought on during their practicals and ultimately improve their ability to succeed in the Physical Therapy Assistant 

Summary of the project's purpose: Students will utilize the Boud Reflection Model to assess their clinical application skills in several parts. The Reflection Model will allow the students to become aware of their current knowledge, acknowledge any feelings that may arise, and reflect on their skills and emotions throughout the process. The process will reduce learning blocks, improve confidence, and open the students to new learning opportunities.   The process will then be completed again at the end of the semester for their last practical to allow for further student reflection engagement and to reduce any blocks to learning. 

Module 1: Experience 1: Writing initial reflection. 

Students will be given a scenario, reflect on it, and then write their anticipated treatment based on the objectives. 

Rationale:  Allow the students to reflect on appropriate treatment options utilizing their current learning strategies, emotional influences, and knowledge of the patient's diagnosis and situation. 

Module 2: Experience 2: Application of scenario. 

Students will implement their treatment in a graded practical setting.

Rationale: To allow students to reflect on and utilize their knowledge in an application-based scenario to challenge skills further and learning. To enable the student to complete the procedure safely and effectively. 

Module 3: Returning to and replaying the experience.

Students will reflect and write out how they perceived their practical went. Take note of their feelings during and after the application, skills they believe they missed, and behaviors they should have changed. 

Rationale: To provide self-reflection on their skills before their graded evaluation and allow time to reflect on their learning experience without any bias they may have regarding their skills once they receive their letter grade using a points system. 

Module 4: Re-evaluating the experience. Once all students have completed their practical applications, they will receive a graded rubric on their skills. The graded rubric will include input on their skills (interaction with the patient) during the practical, safety, and treatment provided. They will then write a new reflection summary that includes any feelings they experience on their graded rubric, changes in behaviors to address, new perspectives about themselves or their treatment options, what they need to address to improve their knowledge or skills, and their plan to address the changes. 

Rationale: 

To provide feedback from the instructor to further the student's awareness of how others perceive their skills and behaviors and to allow them to reflect again on that knowledge. Module four will enable further learning development by allowing them to reflect on their performance, set aside negative feelings, and promote growth and understanding of their abilities. 

See the attached slideshow for reference and layout of application: EDAC 634, Assignment 4 Links to an external site.

References: 

Avendaño, D. (2022, April 14). Boud Reflection Model. Toolshero. 

https://www.toolshero.com/personal-development/boud-reflection-model/ 

Merriam, S. B. & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th 

Edition). San Francisco: Jossey-Bass Publishers.