Purpose: Aphasia camps provide a learning context where students can gain knowledge and skills for clinical practise and regarding the lived experience of individuals affected by aphasia. The aim was to examine student learning experiences at a rustic, residential aphasia camp and explore the potential utility of video reflections.
Method: Twenty-two student participants, who served as volunteer staff at an aphasia camp, reflected daily on their learning experiences. Manual, qualitative coding was used to characterise individual, verbal reflections conducted through video modality.
Result: Three overarching themes were identified: applied learning, service, and clinical experience. Categories within applied learning included increased application of content knowledge, an evolving perspective of living with aphasia, and collaborative learning. Within service, students identified a commitment to making a meaningful impact, interpersonal relationships, and meeting the challenge. The clinical experience theme included increased confidence/self-efficacy and inspirational/rewarding categories.
Conclusion: Aphasia camp is a unique learning environment where hands-on experiences influence students' knowledge, sense of civic responsibility, and developing clinical skills. Being immersed in a remote environment alongside individuals affected by aphasia fosters insights into the lived experience of aphasia and may enhance empathy. Video reflections appear to be a viable means of capturing authentic, organic, and emotional reflections.
Keywords: aphasia camp; immersion learning; service learning; video reflections.