Abstract
This paper describes a reflective framework that aims to support physiotherapy students participating in new cultural contexts to develop their personal and professional learning, and their reflective skills. The framework was used by eight Swedish physiotherapy students who did international clinical placements in Thailand and Mexico. This was done as part of their bachelor's thesis projects. The data generated from the reflective process was analysed by the students using Interpretive Phenomenological Analysis. The outcome demonstrated that this structured approach to reflection facilitated the students’ reflective processes and led to perceived personal and professional insight, increased cultural appreciation and a greater appreciation for reflection. This framework can be a useful tool to support students’ reflection processes in new cultural contexts. It is presented for further testing and development, such as in intercultural contexts in the home country, and by physiotherapy teachers and clinical supervisors.
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