Reflective learning within clinical physiology: the student’s perspective on the usefulness of reflection as a learning tool

Reflection has been accepted by the nursing profession and professions allied to medicine as a tool to demonstrate continual professional development. The aim of the study was to understand clinical physiology students’ use of, and attitude to, reflection, and to determine the students’ perspective on the usefulness of reflection as a learning tool. Twenty-eight students were asked to complete the research questionnaire and 11 students were also interviewed. Four themes emerged: students’ perception of reflection, relationship of theory to practice, perceived benefits of reflection and perceived limitations or barriers to reflection. Key observations and recommendations: to facilitate the development of the reflective practitioner reflection should be encouraged throughout the programme; using innovative techniques during reflective journal production may increase students’ engagement. The main barriers to reflection appeared to be time and institutionally embedded resistance within the attitudes, views and actions of more senior staff involved in the education of the students.