The Role of Reflective Activities for Occupational Therapy Education: Key Elements from a Student Perspective.

Abstract

This exploratory study explored second-year students' experience with reflective activities in a Canadian Master's in Occupation Therapy program. A survey and follow-up interviews were conducted to examine multiple perspectives and the influences of reflective activities on students. Data were analyzed using descriptive statistics, Pearson Chi-Square, and thematic analysis. Findings revealed that reflections on personal or societal perspectives were perceived to be more beneficial than reflections on clinical simulations. Three themes emerged: (1) key elements influencing the reflective experience, (2) diverse experiences of reflective activity, and (3) the perceived outcomes resulting from positive reflective experiences. This study highlights the significance of reflective activities in occupational therapy education and identifies key elements that shape students' experiences with reflective activities.