REFLECTIVE TEACHING AND CLINICAL LEARNING IN PHYSIOTHERAPY EDUCATION: A PEDAGOGICAL PERSPECTIVE

Abstract

Reflective teaching has been identified as one of the most important pedagogical strategies in the education of health care professionals, especially in physiotherapy, which focuses on clinical reasoning, decision-making, and patient centred practice. Generally, the conventional teaching strategies concentrate on theoretical knowledge. Nevertheless, physiotherapy education involves the integration of theoretical knowledge and practical clinical experiences. Reflective teaching assists in this integration, which involves analysis, evaluation, and enhancing the professional competence of the student. This chapter aims to explore the role of reflective teaching in enhancing clinical learning and professional development in physiotherapy education. This chapter addresses the key theoretical foundations of reflective practice, including the contributions of Dewey, Schön, Kolb, and Mezirow. reflective models and practical strategies such as reflective journaling, guided debriefing, peer reflection, case-based learning, and simulation-based reflection are also highlight. Special Emphasis is placed on integrating reflective practice into teaching, clinical practice, and practical training to improve clinical reasoning and decision-making. Reflective teaching helps students develop critical thinking, self-awareness, and lifelong learning, thus promoting their professional’s development. It also helps them become competent and effective communicators and flexible in dealing with complex clinical situations. Reflective teaching plays a fundamental role in bridging the gap between theory and clinical practice in physiotherapy training. Reflective practice could be integrated into physiotherapy education, thus developing students who will become effective physiotherapist.