Abstract
In its strategy for continuing professional development the Chartered Society of Physiotherapy has expressed its concern to produce physiotherapists who are committed to reflecting on their professional development as a way of learning about their practice and as a basis for improving it. Using descriptive and narrative data, this study charted the progress of one cohort of honours degree physiotherapy students, who began using the Society's Professional Development Diary at the start of their clinical education programme in July 1995. The study looked at the influence of the diary on the students' practice as independent learners and on the professional practice — as clinical educators — of clinicians involved in their clinical education. The results demonstrated that both students and practitioners were more comfortable with the notion of reflection as ‘focusing on practicalities' than they were with other subjective aspects of the reflective process.
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