ABSTRACT
The purpose of this article is to discuss journal writing parameters, which have proven useful in shaping student journal assignments. In a qualitative audit of journal writing activities currently utilized in an occupational therapy curriculum at a midwestern university, the authors used four parameters-focus, temporality, feedback, and sharing-to analyze five student journal strategies: Video Journal, OT/OTA Collaborative Fieldwork Journal, Course Objectives Journal, Subject-Specific Journal, and Activity Response Journal. A student exemplar follows the parameter analysis for each journal writing strategy. Various outcome evaluation methods show journal writing activities to be valuable tools in a curriculum that emphasizes reflection, critical thinking skills, and learner-centered educational approaches. Adaptable by means of the four parameters, these five generic student journal activities can be easily implemented in a variety of courses, allowing for development of professional attitudes, relationships, and skills.
