Perceptions of reflective practice among recent Australian radiation therapy graduates

Abstract

Reflective practice has been established as playing a critical role in advancing and improving skills, knowledge and practice amongst professionals. Elements of reflective practice are encouraged during radiation therapy student education, yet improved student engagement may facilitate greater translation of this reflective activity into postgraduate clinical practice. This study aims to identify some of the perceptions about reflective practice among recently graduated radiation therapists and their recommendations for improving student engagement with structured reflection. Further, it is suggested that the learning goals of radiation therapy students and their ongoing professional development goals may be better supported through development of understanding, knowledge and skills in reflective practice among the broader community of clinical radiation therapists.