Learning to be interprofessional through the use of reflective portfolios?
Domac, S.; Anderson, E.S.; Smith, R.
Professor Roger Smith email@example.com
Learning portfolios are used extensively in health and social care. There is evidence of their value as a tool to consolidate learning although limited information is available regarding their use in social work education. This study explores the use of a portfolio to encourage social work students to reflect on their interprofessional learning (IPL). The portfolio offers a means of demonstrating professionalism concerning knowledge, skills and attitudes in the context of collaborative practice. The findings of this research suggest that qualifying students were largely capable of reflecting on their development of interprofessional competence after attending specific IPL events, which were part of a wider programme. Social work students found reflective writing difficult, although this improved over time. In particular students struggled to write about skills and attitudes. Students perceived the portfolio to be a good way to assess their progress and believed this helped them to engage with their learning and make meaning through reflection and analysis. They appreciated that IPL and feedback from their assessments had advanced their abilities for self-analysis; despite needing help with reflective writing, they felt better prepared for ongoing use of reflection in their professional development, and in ‘working together’.
Domac, S., Anderson, E., & Smith, R. (2016). Learning to be interprofessional through the use of reflective portfolios?. Social Work Education, 35(5), 530-546. https://doi.org/10.1080/02615479.2016.1178717
|Journal Article Type||Article|
|Online Publication Date||May 12, 2016|
|Publication Date||Jul 1, 2016|
|Deposit Date||May 26, 2016|
|Publicly Available Date||May 12, 2017|
|Journal||Social Work Education|
|Publisher||Taylor and Francis Group|
|Peer Reviewed||Peer Reviewed|
Accepted Journal Article
This is an Accepted Manuscript of an article published by Taylor & Francis Group in Social Work Education on 12/05/2016, available online at: http://www.tandfonline.com/10.1080/02615479.2016.1178717.
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