LEARNING EXPERIENCES USED TO PROMOTE REFLECTIVE PRACTICE IN STUDENT PHYSICAL THERAPISTS. Ann Marie Decker*; Dana Bauer; Amanda Laune; Jess Linhart Department of Physical Therapy Education, Rockhurst University, Kansas City , MO PURPOSE: This study describes the types of learning experiences used by Academic Coordinators of Clinical Education (ACCEs) and/or Directors of Clinical Education (DCEs) in entry-level physical therapy programs across the United States to promote reflective practice in the student physical therapist. BACKGROUNDS/SIGNIFICANCE: Reflective practice, or the act of analyzing ones actions, should be an integral part of physical therapy education and practice. Engaging in activities to promote reflection throughout clinical education is critical to assure optimal development of the student physical therapist. However, little has been written about the specific learning experiences/activities used by educators responsible for overseeing the clinical education experiences of the student physical therapist. This study sought to collect information to better describe the types and frequency of learning activities used by ACCEs and DCEs to promote reflection in students enrolled in entry-level physical therapy programs. SUBJECTS: One hundred sixty-six Academic Coordinators of Clinical Education (ACCEs) or Directors of Clinical Education (DCEs) of entry-level physical therapy education programs across the United States were surveyed on the topic of reflective practice. METHODS AND MATERIALS: Surveys with a cover letter explaining the purpose of the study were mailed to all ACCEs/DCEs of accredited entry-level physical therapy programs. The aim of the survey was to determine how and when learning experiences were used by ACCEs/DCEs to promote reflective practice within physical therapy students. The questionnaire asked for feedback from subjects on the types of learning experiences used with student physical therapists. Types of learning experiences were further broken down into reflective experiences that occurred individually (with self), in a one to one situation (between self and single instructor) or in a group (between all class members and instructors). The survey collected descriptive information related to the design of the physical therapy program including but not limited to: the degree conferred at completion of the program, the length of the program (in months), the average class size of students in each year of the program, the number of clinical education experiences and the length of the experiences and the number of core faculty. Response rate for the survey was 39%. ANALYSES: Analytical data was computed using SPSS and chi-square analysis. Descriptive statistics compiled show 100% of respondents reported they use learning experiences that promote the development of the reflective practitioner. Survey results also showed of the different types of learning experience surveyed, the most used tool was written self-assessment (100%). The least used learning tool was electronic discussion between students via web board (35.3%). See Table 1 for a summary of responses related to learning experiences used. Significant correlations, (P ≤ .05), were noted in type and frequency of specific learning experiences used and 1) length of program and 2) class size. For example, length of program was correlated with how often verbal discussion with an ACCE occurs with an alpa level of P=.014. Programs equal to or less than 30 months in length reported verbal discussions with ACCE 1-2 times a semester. Those programs lasting 31 months or longer reported ACCE/student discussions monthly. While overall, lecture on the topic of reflection was reported to be used by 49% of those surveyed, lecture on the topic of reflection delivered by the instructor was correlated with length of program. With an alpha level of P =.025, longer programs were found to be more likely to include lecture on the topic of reflection as a learning experience. Further analysis related to lectures delivered on the topic of reflection revealed an alpha level of P =.002 between class size and frequency of instructor lecture on the topic of reflection. Programs with larger class sizes (31 students or more) reported monthly lectures, while the frequency decreased to 1-2 times a semester in programs with smaller class sizes. RESULTS: Results demonstrate that ACCEs/DCEs commonly incorporate learning activities that should facilitate reflection within the student physical therapist. The results also provide evidence of the types of experiences most commonly used by ACCEs/DCEs to promote reflective practice in the student. CONCLUSIONS: Learning experiences that promote reflective practice are being used by ACCEs/DCEs in entry-level physical therapy programs. Further research should focus on how other faculty members use learning experiences to promote reflection and the effectiveness of commonly used learning experiences in the development of the student physical therapist. FUNDING SOURCE: The authors of this study have received no financial support for this study nor do the authors have any potential for material gain based on the results of this study. KEYWORDS: Reflection, Student, Clinical Education, Learning experiences Table 1: Summary of survey responses For reporting purposes, percentages reflect only those surveys that responded to the question. As a result, all percentages may not equal 100%. Copyright 2009 by the American Physical Therapy Association. 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