Tomomi NAKAJIMA, Nobuhisa ITO, Sayori FUJITA, Ken TACHIKI, Tatsuya SUZUKI
Journal of Rehabilitation Sciences Seirei Christopher University, 13(13) 21-32, Mar 31, 2018 Peer-reviewed
Original ArticlesFor the purpose of exploratively identifying the process of learning in clinical practicum, written reflections from post-fieldwork students were analyzed. The results confirmed that students became able to self-reflect, and became able to recognize the necessity of not only basic knowledge acquisition but also the type of thinking that seeks evidence as well as analytical thinking for problem solving. These kinds of thinking are considered as expert level in the Dreyfus model. Educators' involvement in development of reflection sheets may have partly contributed to the fact that the students, who were at novice level, became able to recognize thinking at expert level. Additionally, it was found that those students, who feel communication is a challenging task, considered doing things in order of priority is also challenging. As it is difficult to learn to act in order of priority during clinical practicum, it was also suggested that on-campus instruction prior to commencing the practicum is important.