| Abstract: | This article describes and discusses a unique project in the field of RP, CAL and Learning Styles. Reflective Practice (RP) is a method that can be used to assist the student to learn from experience using a carefully structured framework. This has been shown to result in new learning and improved practice. In PHEC the application of RP is seen as essential for clinical effectiveness and continuing professional development in paramedic practices. Evidence from Canada indicates that while PHEC work would be expected to attract convergers (as categorised by Kolb, 1984), in fact, the data did not support that expectation. No particular learning style was dominant. The teaching process for RP at the University of Hertfordshire normally uses the lecture‐discussion method between teacher/facilitators and students based largely on the presentation of scenarios and case studies with a wide‐ranging, but focused dialogue and discussion. The design problem discussed here was to provide computer–student interaction which offers the students additional opportunities to develop their own preferred styles as well as to achieve the same learning outcomes as the taught content. |
