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Next, the photographs are developed or printed followed by an analysis process.The analysis is critical and reflective of the story behind why the photograph was taken, as well as the elements in the picture itself.All students in the concentration year have completed a previous internship in their foundation year, or BSW program if they are advanced standing students, and are familiar with generalist seminar expectations including group sharing and difficult dialogues.
Furthermore, Dill (2017) points to the literature supporting the notion that field instructors play an integral role in helping students to engage in reflective thinking.
Photovoice is a community-based participatory research (CBPR) method, originally introduced by Wang & Burris (1997), that provides an opportunity for individuals and groups to record and reflect their communities’ strengths and concerns through photography.
Additionally, studies on professional identity formation tend to focus on post-graduation experiences as compared to those through interprofessional learning experiences, internships and field experiences in academia (Abrandt Dahlgren, Hult, Dahlgren, Hård af Segerstad, & Johansson, 2006).
As defined from a health professions standpoint, Higgs (1993) noted, professional identity develops when an individual incorporates the attitudes, beliefs, and standards that support the practitioner role and identify as a member of their profession with a clear understanding of the responsibilities of their profession.
Case Study The use of Photovoice as a critical reflection strategy took place during the 2016-2017 school year in a rural institution located in the Pacific Northwest.
The new teaching strategy was incorporated into a year-long graduate field seminar for concentration-year students within an advanced generalist curriculum.
Professional identity development has mainly been tangentially studied (i.e.
focused on dimensions of professional identity rather than on development itself) (Trede, Macklin, & Bridges, 2012).
Nowell, Berkowitz, Deacon, and Foster-Fishman (2006) found that Photovoice offered insight into individual identity and values identification after exploring connection to community through photography.
Schell, Ferguson, Hamoline, Shea, and Thomas-Maclean (2009) identified gaps in the literature, pointing out that Photovoice as a teaching tool has been sparingly explored but has promising implications for teaching and learning. (2009) also noted that Photovoice provided sociology students with a new way of understanding the world and encouraged critical thinking skills.