Enhancing Reflectivity in Undergraduate Allied Health Majors
Document Type
Article
Publication Date
2011
Publication Title
Georgia Association for Health, Physical Education, Recreation and Dance Journal
Abstract
Reflectivity is vital in comprehensive teaching/learning experiences. The authors describe the effective use of teaching strategies designed to enhance reflectivity in undergraduate allied health majors. Discussion of threading reflectivity through university curriculum is presented, beginning with core courses such as Human Anatomy and Physiology. The continued use of reflective teaching/learning practices is carried into specific allied health programs (Mental Health Nursing and Health and Physical Education) to illustrate further development of professional health provider skills. Various teaching strategies are described to illustrate how similar exercises can be used successfully across disciplines. Specific strategies include the use of case studies, metaphors, role play, and reflective journaling. Outcome measures reveal successful achievement of course objectives regardless of major field of study.
Recommended Citation
Sturges, Diana, Melissa K. Garno, Starla McCollum.
2011.
"Enhancing Reflectivity in Undergraduate Allied Health Majors."
Georgia Association for Health, Physical Education, Recreation and Dance Journal, 44 (1): 8-13.
source: https://www.gahperd.org/uploads/3/0/9/4/30944901/gahperd_jrnl_winter_11_journal.pdf
https://digitalcommons.georgiasouthern.edu/nursing-facpubs/11
