Measuring social work students reflective learning through role-play and writing

Abstract

ABSTRACT Reflective learning encourages critical thinking, self-awareness, and self-regulation. Role-play and writing exercises benefit reflective learning. Both approaches enhance student learning and support the development of a professional self. This exploratory study surveyed participants (N = 29) enrolled in an undergraduate social work course before and after role-play and reflective writing to determine if either method contributed to perceptions of reflective learning. The study utilized the Self-reported Reflective Learning Questionnaire—student version, an 18-item scale measuring reflective learning perception. Statistical analyses indicated a significant difference in perceptions of reflective learning following a combination of role-play with reflective writing. Future research should explore the impact of role-play with reflective writing to influence the values and professional behavior of social work students.