Use of reflection in implementing learning from a continuing education course into occupational therapy practice.
Published: 2004
Language: eng
Number of pages: 171
Description: It is assumed that reflection is central to the implementation of learning from continuing education (CE) into practice. However, there is little empirical research to establish if reflection is used by health professionals, and if it is used, how it facilitates the implementation of learning from CE courses in clinical practices. Using a multi-method approach, qualitative and quantitative data were gathered from occupational therapists who participated in a CE course as they attempted to implement learning into practice. It was determined that the participant occupational therapists used reflection discriminatively. Reflection was typically used when learning was complex; the integration of basic skills into practice rarely required the use of reflection. Grounded theory method was used to generate two models explaining how reflection was used, and influences upon its use. Reflection was used prior to, during, and after participating in the CE course and was influenced by a variety of factors.
Notes: Adviser:  Susan Rappolt.

Thesis (M.Sc.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 43-03, page: 0841.

MICR copy on microfiche (2 microfiches).