Building reflective practitioners: from unconscious incompetence to critical reflective practice. (1.30pm-2.30pm)
Tracks
Concurrent session M4
Continuous quality improvement
Inclusive education
Innovative practice
| Monday, May 27, 2024 |
| 1:30 PM - 1:45 PM |
| River View Room 04 |
Overview
CaraJane Millar and Laura Chahda
Details
⏫ Skill-building session
📚 Assumed knowledge of attendees: Intermediate (some previous learning/working knowledge of topic e.g. treated a few cases)
📚 Assumed knowledge of attendees: Intermediate (some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Assoc Professor CaraJane Millar
Course Chair Speech Pathology
Victoria University
Building reflective practitioners: from unconscious incompetence to critical reflective practice.
1:30 PM - 2:30 PMPresentation summary
Speech Pathology Australia requires that for a speech pathologist to be ready to enter the profession they need to be able to "reflect on their skills, recognise their limitations and develop plans for future learning" (SPA, 2022). However the question on many educators both lecturers and professional practice educators is; what does the ability to do the above look like. or how is it ensured and demonstrated?
It is purported that one of the ways to do this is through critical reflective practice however measuring critical reflective practice is complex.
It has been acknowledged that one can engage in effective critical reflective practice through the use of employing a myriad of diverse modalities such as visual and verbal reflection aids Therefore this education session will demonstrate multiple learning methods for building reflective practice including: yarning circles, peer lead reflection, critical reflective practice methods (based from social work theories), creative expression tasks, written reflection, oral reflections and branching scenarios.
Each reflection adds to student knowledge through scaffolding; removing one support at a time to migrate from simple reflective practice to critical reflective practice for lifelong learning.
The significance and influence of critical reflective practice in the field of speech pathology have gained prominence, notably highlighted in the updated professional standards by Speech Pathology Australia (2020). Specifically, within Domain 2 of the professional standards, known as 'Reflective Practice and Life-long Learning,' Speech Pathology Australia explicitly highlights the 'use of critical reflection to guide professional practice' as a pivotal standard within this domain (Standard 2.2)
Engaging in critical reflective practice stands as a fundamental element within professional work, with reflective supervision playing a crucial role in fostering exemplary practice, professional identity growth, self-awareness, and overall development
It is purported that one of the ways to do this is through critical reflective practice however measuring critical reflective practice is complex.
It has been acknowledged that one can engage in effective critical reflective practice through the use of employing a myriad of diverse modalities such as visual and verbal reflection aids Therefore this education session will demonstrate multiple learning methods for building reflective practice including: yarning circles, peer lead reflection, critical reflective practice methods (based from social work theories), creative expression tasks, written reflection, oral reflections and branching scenarios.
Each reflection adds to student knowledge through scaffolding; removing one support at a time to migrate from simple reflective practice to critical reflective practice for lifelong learning.
The significance and influence of critical reflective practice in the field of speech pathology have gained prominence, notably highlighted in the updated professional standards by Speech Pathology Australia (2020). Specifically, within Domain 2 of the professional standards, known as 'Reflective Practice and Life-long Learning,' Speech Pathology Australia explicitly highlights the 'use of critical reflection to guide professional practice' as a pivotal standard within this domain (Standard 2.2)
Engaging in critical reflective practice stands as a fundamental element within professional work, with reflective supervision playing a crucial role in fostering exemplary practice, professional identity growth, self-awareness, and overall development
Key messages
1. How to develop critical reflective practice.
2. Scaffolding and supporting learning is a life-long practice
3. Learning occurs through a variety of evidence based modalities
2. Scaffolding and supporting learning is a life-long practice
3. Learning occurs through a variety of evidence based modalities
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Associate Professor CaraJane Millar BHScSP, MHA, GdCert.Coach, is the course chair in Speech Pathology at Victoria University. CaraJane’s early career experiences working in a rural and semi-remote health service forced her to think differently about best practice allied health care, to critically analyse a situation and determine the most appropriate course of action given limited resources, access and time. CaraJane has worked in academia, hospitals, community health, philanthropy, social justice, CALD and refugee health, state government and not for profit. CaraJane has spoken nationally and internationally and is currently involved in a study regarding Global Citizenship and the effect upon undergraduate Allied Health graduates.
Dr Laura Chahda
Senior Lecturer / Speech Pathologist
Victoria University
Building reflective practitioners: from unconscious incompetence to critical reflective practice.
1:30 PM - 2:30 PM**********
Dr Laura Chahda is an academic and experienced Speech Language Pathologist with swallowing, communication and cognitive clinical expertise within adult and aged populations in acute, subacute, community and aged care settings. In addition, Dr Chahda has been a senior clinician across both public and private health care settings and has headed the adult communication and swallowing disorders student clinic at University of Melbourne between 2019-2021. Dr Chahda’s research interests are in death studies (for which she won the 2011 public health honours thesis prize) and speech pathology practice in palliative care (winning the 2021 IJSLP standout article of the year and recently winning the 2022 JCPSLP standout article of the year). Dr Chahda currently holds a senior lecturer and research fellow role with Victoria University with her aim to continue her palliative care research and explore integration of new clinical practice experiences for student and graduate speech pathologists.
Session chair
Nadia Marussinszky
Ethics Advisor, Speak Up Podcast Co-producer
Speech Pathology Australia
Student volunteer(s)
Tanvi Patel
Curtin University
Hana Richmond
University of Melbourne
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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