Document Type (Journals)
Original Research
Abstract
Self-reflection has been linked with clinical reasoning, academic, and clinical outcomes. The purpose of this study was to examine self-reflective journal entries from thirty students for interprofessional core competencies and for self-regulated learning components. The text data was analyzed using an in-depth three cycle coding process, thoroughly described in the methods. The findings were structured into two themes confirming interprofessional content learning: collaboration, team, and communication; and respect and roles. One additional theme emerged, transformation and relatedness, which indicated self-regulated learning components as well as supporting transformative learning. This qualitative case-study contributed to the research of occupational therapy students’ self-reflection and is a basis for further research for self-regulation and transformative learning.
Biography
Joan M. Tunningley, PhD, OTR/L, BCP is an occupational therapist, assistant professor, Department of Occupational Therapy at Xavier University. Joan has clinical experience in geriatrics and administration, with extensive practice in pediatrics and school-based settings. Her personal interests include cognitive and learning strategies and interdisciplinary, collaborative team-based interventions.
Declaration of Interest
The author reports no declarations of interest.
Recommended Citation
Tunningley, J. M. (2021). Interprofessional Reflective Journals: Content Themes and Self-Regulated Learning. Journal of Occupational Therapy Education, 5 (4). https://doi.org/10.26681/jote.2021.050409
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Health and Medical Administration Commons, Nursing Commons, Occupational Therapy Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
