Using Problem Based Methodology to Develop Reflection as a Core Skill for Undergraduate Students
In preparation for the design of a new curriculum, this study was the second stage of a longitudinal study to evaluate the validity of a reflective diary as a tool for the development of the skill of reflection. A representative sample of full time undergraduate student volunteers participated in a guided imagery exercise which facilitated the students to reflect upon their learning experiences over the past academic year and record these using the Marker Events Review Schedule. Each students utilised their own individual schedule as a "trigger" for the evaluation of their reflective diary as a record of these events. Results were analysed using thematic analysis supported by triangulation methods. Findings validated the diary as a meaningful record of student experiences.
Keywords: Reflection as a Core Skill, Enhancement of PBL Methodologies
Mrs Jo-anne Supyk
Senior Lecturer, Directorate of Occupational Therapy School of Health Care Professions, University of Salford
Miss Jacqui McKenna
Senior Lecturer, Directorate of occupational therapy School of Health Care professions, University of Salford