ABSTRACT
Learning to become an accomplished reflective practitioner is an integral part of training for the allied health professions. Indeed, reflective practice (RP) is well embedded in such curricula and educators see reflection as vital (Prenton, Dugdill & Hollingworth, 2013). In this chapter, experiences of learning the ‘craft’ of becoming a reflective practitioner, as experienced by physiotherapy students, will be critically explored in conjunction with current literature. Focus group data offered from these students, at different stages of the training experience, will be used to give a ‘real voice’ to the realities of learning, doing and then reflecting on reflection. The chapter will reveal how RP can contribute to the development of professional and academic skills for the allied health professional and also explore some of the difficulties and dilemmas students may face when attempting to implement reflection during practice. Often students reveal that they reach points of uncertainty, during the reflective process, where they need help and advice, and this then leads them to raise important questions such as ‘can I reveal the truth in my reflection?’ or ‘if I tell the truth will this affect my marks in my assignment?’ The chapter will conclude by giving some pointers to help new students to establish effective reflective skills within their work from the outset of training and beyond into their ongoing professional development.
