Abstract
Occupational therapy educators are aware of the value of experience‐based learning to promote safe and effective clinical skills. This paper describes the practice of reflection in group supervision undertaken by five university lecturers to enhance undergraduate experiential learning of group theory and practice. Further, this paper describes how the focal conflict model of group development was used to promote understanding of group process in both a lecturer supervision group and student training groups. The impact of supervision on our teaching practices are noted.
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