The use of assisted performance within an online social network to develop reflective reasoning in undergraduate physiotherapy students

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dc.contributor.authorRowe, Michael
dc.date.accessioned2012-09-28T12:51:23Z
dc.date.available2012-09-28T12:51:23Z
dc.date.issued2012
dc.description.abstractBackground: The development of practice knowledge is an important component of clinical education and reflective reasoning is known to play a role in its development. Online social networks may have some potential for developing practice knowledge by providing tools for clinical educators to guide students’ reasoning practices. Aim: To determine if an online social network could be used to facilitate reflective reasoning in clinical contexts, as it relates to developing practice knowledge. Method: The study was conducted within a South African university, physiotherapy department, using an online social network to facilitate engagement. Tharp and Gallimore’s theory of assisted performance was used as a framework to conduct qualitative analysis of students’ reflective blog posts within the network. Results: The lecturer was able to use strategies within the assisted performance framework to facilitate reflection among students. These included modelling, contingency management, feedback, instruction, questioning and cognitive structuring. The features of the social network enabled enhanced communication between teacher and student, as well as promoted engagement around clinical scenarios. Conclusion: Online social networks can be used to facilitate reflective reasoning as part of the development of practice knowledge by exposing students’ understanding of clinical practice. However, careful facilitation using sound pedagogy is still necessary to guide students to deeper understandingen_US
dc.description.accreditationWeb of Scienceen_US
dc.description.sponsorshipThe author wishes to thank the National Research Foundation for funding which made this research project possible. In addition, this research project was carried out with support and guidance from the Southern Africa FAIMER Regional Institute (SAFRI)en_US
dc.identifier.citationRowe, M. (2012) The use of assisted performance within a social network to develop reflective reasoning in undergraduate physiotherapy students. Medical Teacher, e1-e7, DOI: 10.3109/0142159X.2012.668634en_US
dc.identifier.issn0142-159X
dc.identifier.urihttp://hdl.handle.net/10566/427
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherInforma Healthcareen_US
dc.rightsThis is the author postprint version of an article published by Informa Healthcare. The file may be freely used, provided that acknowledgement of the source is given.
dc.source.urihttp://dx.doi.org/10.3109/0142159X.2012.668634
dc.status.ispeerreviewedtrue
dc.subjectSocial networksen_US
dc.subjectReflection
dc.subjectAssisted performance
dc.subjectClinical reasoning
dc.subjectTechnology
dc.titleThe use of assisted performance within an online social network to develop reflective reasoning in undergraduate physiotherapy studentsen_US
dc.typeArticleen_US

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