Principal Investigator: Marcia L. Choi, Assistant Professor of Teaching, School of Audiology and Speech Sciences
Project description
This project aims to critically assess the effectiveness of Written Reflective Practice (WRP) to support personal milestones for the senior Speech-Language Pathology (SLP) student; the onset of professional identity (when they feel less like ‘imposters’ and more like SLPs), and their awareness of growing confidence as learners and novice clinicians. Existing online reflective assignments will be analyzed for evidence in change in self-awareness of professional identity and personal learner confidence during the senior year of the M.Sc. program in SLP. Students will also be surveyed to identify factors that facilitate or hinder this development within WRP activities.
Research questions
- How does WRP contribute to the formation of professional identity and learner confidence in senior SLP students?
- Does guided WRP elicit the development of self-awareness of professional identity within the discipline of SLP?
- Does guided WRP demonstrate changes in learner confidence (and competence) during clinical training?
- What factors do senior students identify as facilitators within WRP for developing competence, confidence and professional identity as SLPs?