Is Reflective Practice a Threshold Concept in Work-Based Learning?

Reflection on experience is often considered central to learning progress in work-based learning environments. In a biological science work experience module a bimodal grade distribution suggested the performance of some students is restricted and feedback indicated reflective practice could be a threshold concept. Here, anticipated threshold concepts in this subject were examined using a questionnaire to gain the perspectives of the students and educators with the responses examined for emergent and preset themes. The nature of reflection was further examined in student journals to determine whether reflective practice fulfills the criteria of a threshold concept. The questionnaires revealed a disparity between student and staff expectations of learning on work placements and also demonstrated the limiting nature of reflection for some. The journals displayed a range of reflective depth, with exerts demonstrating that reflection can fit criteria of a threshold concept. Additionally, it was identified that students may also assess their professional experiences emotionally rather than reflectively yet still be satisfied with their learning on placement.