Significant Moments of Undergraduate Music Therapy Students

In this exploratory qualitative study using Memory Work methodology, we focused on the lived clinical training experiences of undergraduate music therapy students through collaborative reflection. Seven students and one instructor participated as co-researchers within a course-based undergraduate research experience (CURE). Initially, participants composed detailed “thick descriptions” of significant moments from their first clinical experiences. These narratives were then shared and coded in vivo duringclass read-aloud, followed by a focus group discussion that probed similarities, differences, and unspoken expectations related to clinical practice. Data were captured through transcripts of video recordings and analyzed manually complemented by AIsupported coding. The process distilled into three themes that illuminated pathways during clinical experiences that buoyed progress: (a) resilience in clinical placement as a catalyst for professional growth; (b) building therapeutic relationships and support networks fosters trust and emotional safety; and (c) understanding the therapy process and its impact cultivates professional insight and fulfillment. Two additional themes which illuminated dimensions that deepen an understanding of students’ growth include: (d) coping with anxiety in clinical settings is part of the emotional journey and (e) sensory awareness and personal presence support preparedness. Findings highlight how Memory Work facilitates reflective inquiry into varied aspects of clinical practice, with insights into flexibility, adaptation, resilience, vulnerability and psychological safety in supervision. Disclaimer/Acknowledgement An earlier version of this manuscript was presented at the research poster session of the American Music Therapy Association regional conference, LaGrange (March, 2020). ChatGPT version 4.1 was used to generate ideas for qualitative data analysis. The data that support the findings of this study are available from the corresponding author upon reasonable request.