ENCOURAGING CRITICAL REFLECTION THROUGH SMALL-GROUP DISCUSSION OF JOURNAL WRITING

This study examines the ways in which reflective journal writing can b e used to promote critical discussion in small group tutorials. Conclu sions are drawn by synthesizing findings from action research studies of five professional education courses in the allied health area. It w as found that reflective writing serves as a valuable stimulus for dis cussion and that the two in combination lead to fresh insights for stu dents and promote critical reflection. The study examines the impact u pon critical discussion of variables such as disclosure, ground-rules, group size, physical arrangement of classrooms, inter-group interacti on and the role of the tutor. In formulating arrangements for journal writing and tutorials, it was often necessary to develop an intelligen t working position between apparent dichotomies.