USING A PROFESSIONAL PORTFOLIO IN OCCUPATIONAL THERAPY EDUCATION – STUDENT AND TEACHER REFLECTIONS

Background: The purpose is to exemplify student and teacher perspectives on using a professional portfolio to promote reflection and development towards occupational therapy professionalism. A portfolio is “a private... [ view full abstract ]

Background:
The purpose is to exemplify student and teacher perspectives on using a professional portfolio to promote reflection and development towards occupational therapy professionalism. A portfolio is “a private collection of evidence which demonstrates the continuing acquisition of skills, knowledge, attitudes, understanding and achievement. It is both retrospective and prospective, as well as reflecting the current stage of development and activity of the individual” (Brown, 1995, p2, cited in Alsop, 2002).

Educational Philosophy:
One of the aims of an occupational therapy educator is to develop students’ reflective practice to promote professionalism. Boud and Walker (1985, p19) define reflection as “those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations.” Portfolios can be a strategy for students to document and reflect on their experiences, resulting into new perspectives.

Pedagogy / educational approaches used:
The professional portfolio is an examination in two third-year courses in the occupational therapy program at Umeå University. Students are provided a guide and assessment criteria to clarify expectations. After submission, the teacher leads reflection sessions with students.

Evaluation:
Student evaluations varied. Some students understood the intended purpose of the portfolio, while others indicated that they did not find its value. Teachers noted both advantages and disadvantages in its use but acknowledged its potential in developing occupational therapy professionalism.

Application to Education:
A professional portfolio has the potential to promote students’ learning by enhancing reflective practices and integration of learning activities within the program.