Collaborative reflection: how far do 2:1 models of learning in the practice setting promote peer reflection

Dinah Morris, Graham Stew

Research output: Contribution to journalArticlepeer-review


A number of health professional groups have been looking at alternative models to the traditional 1:1 model of practice education in order to meet the increasing shortage of practice placements for pre-registration students. One such model that has been explored recently is the 2:1 or collaborative model where one practice educator takes responsibility for the education of two or more students. This paper presents the findings of a small research study undertaken to explore facilitation of learning in 2:1 collaborative models of physiotherapy practice education, and focuses on the potential for reflection with particular emphasis on peer reflection within the collaborative model. The study adopted a qualitative approach. Semi-structured interviews were conducted with thirteen educators and eighteen third year physiotherapy students at a number of different NHS practice sites in southeast England. Additional focus groups were held with academic tutors and students at the end of the placement period. Findings from the study indicated that learning was facilitated in a variety of ways with students benefiting from peer learning and teaching approaches. Opportunities for peer reflection appeared to be increased in the 2:1 model. However, some practice educators highlighted the need for further guidance when promoting reflective practice. Further research into the role of reflection within 2:1 models and the facilitation of reflection during clinical education placements is needed.
Original languageEnglish
Pages (from-to)419-432
Number of pages14
JournalReflective Practice
Issue number3
Publication statusPublished - Aug 2007


Dive into the research topics of 'Collaborative reflection: how far do 2:1 models of learning in the practice setting promote peer reflection'. Together they form a unique fingerprint.

Cite this