Is a students’ ability to critically self-reflect, related to their performance on physiotherapy clinical placements?

Abstract

**Background.** The relationship between students' reflective ability and performance on physiotherapy clinical placement is currently unclear. **Objectives.** To investigate: i) if a relationship exists between students' critical reflective ability and performance on physiotherapy clinical placement; and whether these relationships differ by ii) Critical reflective task (CRT) rank grade or, iii) by gender. **Design.** An observational cohort study design. **Methods.** Critical Reflection Task (CRT) marks and clinical placement (APP) scores from 196 (F=94; M=102) post-graduate, entry-level physiotherapy students were analyzed. **Results.** A significant moderate predictive relationship was found between CRT marks and APP scores (r=.411, p2=.169, SEE=12.79). There was a weak positive correlation between 'CRT rank grade' and APP scores (r~s~=.371, p **Conclusions.** A significant positive relationship between students' critical-reflective ability and clinical practice performance (aligned to physiotherapy practice thresholds) exists. Further research is needed to determine whether facilitating students' self-reflection skills may enhance clinical performance for health professional students.