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Social networks as platforms to develop reflective learning in a South African university physiotherapy department Context The rise of a networked

society has ushered in a period of easy access to vast amounts of content, which has often been misinterpreted as access to knowledge. While the distribution of massive volumes of data is certainly welcome, it misses the point that the power of the internet is not in being a content repository, but as a platform to enhance communication through the network effect. As a result of an increasingly connected society, our acceptance of conventional wisdom is being challenged as the concept of “what knowledge is”, is being redefined as a negotiated outcome of social learning experiences that are integrated within the network, rather than within individuals. This not only forces us to reconsider the traditional meanings of “curriculum”, “education”, and “teacher”, but also challenges us to find innovative ways of guiding students through a curriculum where memorising content is less important than their ability to make meaning of it through reflection. Aim To determine the impact of student and staff participation in an integrated social network, on their reflective, and teaching and learning practices in a South African undergraduate physiotherapy curriculum. What was done A private social network was created and all physiotherapy students and staff in the department were registered, and four lecturers each volunteered to integrate one of their module assignments into the social network. A survey was conducted prior to the start of each assignment, as well as a workshop to introduce students and staff to the platform. Following completion of each assignment, an additional survey will be completed in order to determine student and staff experiences of using the network as an adjunct to their teaching and learning practices. Impact The potential for social networks to change teaching and learning practice in the traditional physiotherapy curriculum has yet to be addressed, and this ongoing study is an attempt to determine whether they have a role to play in developing reflective teaching and learning practices in undergraduate physiotherapy education.