Reflection and its Place in the Curriculum on an Undergraduate Course: Should it be assessed?

Abstract

In the fast changing world of health care the need for therapists to be reflective practitioners is no longer disputed. How reflection is taught and assessed at undergraduate level is however more contentious. This longitudinal study explores the experiences of students undergoing a number of assessments of reflection and also examines whether members of faculty have similar perceptions of those assessments. Analysis of data from focus groups and individual interviews suggest that students have a number of concerns about the assessment of reflection, some of which are shared by faculty. The paper concludes that the process of reflection is better left unassessed.