Document Type (Journals)

Original Research


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.


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.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.