Abstract:

The purpose of this study was to establish construct validity of a novel reflective practice outcomes-based assessment instrument, the Reflective Outcomes Scale (ROS), by comparing it to an established assessment model. The ROS was designed to fill a gap in the assessment of reflective practice. Specifically, it is a four-tiered hierarchical instrument that assesses changes in student practice subsequent to reflection. Many reflective practice assessments examine adherence to ‘reflective steps’ or attempt to ascertain a level of reflection. None have been found to specifically identify practice changes following reflection. It was hypothesized that changes in student practice, measured via the ROS, would correlate strongly with levels of reflection, as determined by Kember’s et al. scheme, a validated reflective assessment instrument.

A convenience sample of 45 students (F = 32; M = 13; age = 35.1 ± 8.6) from three cohorts in a US physical therapist assistant program participated in small group reflective discussions whereby they developed and implemented action plans in response to identified critical incidents. Participants submitted essays in which they appraised the efficacy of group reflective practice and the implementation of their respective action plans. Faculty separately analyzed and scored essays via both the ROS and Kember’s et al. schemes.

Data was compared within each cohort across both assessment instruments. Pearson’s r revealed correlations of 0.87 (cohort 1), 0.94 (cohort 2), and 0.93 (cohort 3), P < 0.5, between the two assessments.

Preliminary evidence suggests a strong correlation between the ROS and Kember’s, et al. scheme, indicating that changes in practice may be associated with levels of student reflection. Importantly, the ROS appears to offer an alternate means to assess reflection. Further validation and reliability analyses are underway.

Keywords:

Peer Reflection, Physical Therapy, Physical Therapist Assistant, Reflective Assessment, Reflective Outcomes Scale, Reflective Practice, Validation.