DrRachael Rietdijk

This project aims to evaluate health professions students learning experiences and outcomes using varied modes of reflections. It explores how the format (written vs verbal) affects the depth and content of health professions students' reflections on their placement experiences, and how these reflections support the transfer of knowledge and skills. It also investigates students' perceptions of their critical reflection skill development and the principles or practices of placement educators that enhance critical reflection and work readiness. A mixed methods approach will provide a comprehensive understanding of the nature of student reflections, as well as factors influencing development of reflective skills. This includes analysis of content and quality of student reflections in verbal/ written formats and then qualitative exploration of students’ perceptions of how their reflection skills develop and what promotes their engagement. Findings will guide approaches to teaching and learning, potentially benefitting curriculum design in health professions internationally

People with acquired brain injury (ABI) often experience social isolation, and social media can be a helpful way to stay connected and maintain relationships. However, using social media can sometimes be challenging because ABI can affect thinking and judgment, which may increase the risk of issues like feeling overwhelmed or encountering online bullying. Many people with ABI have shared that they want to use social media but need strategies to do so safely and confidently. Rehabilitation professionals also recognize these challenges but often feel unsure about how to support social media use because of potential risks. While there is a guide to help clinicians discuss social media goals, there are currently no dedicated tools or programs designed to assess or build social media skills for people with ABI. This project aims to change that by creating practical resources that support safe and meaningful online participation.