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Med Teach. 2015 Jul;37(7):696-699. doi: 10.3109/0142159X.2015.1029897. Epub 2015 Apr 21.

Refining a definition of reflection for the being as well as doing the work of a physician.

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1
a Warren Alpert Medical School of Brown University , USA.

Abstract

BACKGROUND:

Reflection is core to professional competency and supports the active, constructive process of professional identity formation.

AIMS:

Medical educators thus grapple with operationalizing and effectively integrating reflection as a foundational construct within health care professions education and practice.

METHODS:

Core elements of reflection including role of emotions and awareness of self, other and situation, do not appear within various working definitions of reflection.

RESULTS:

This observation as well as noted recent shift in medical education toward emphasis on the "being" as well as "doing the work" of a physician led to the author's proposed refining of Sandars' reflection definition and expansion of Nguyen et al.'s reflection model.

CONCLUSIONS:

A refined reflection definition is offered for a more inclusionary approach. A caveat regarding potential for expected reflective learning outcomes (given reflection as a process) is provided and the integral role of mentor-enhanced reflection is discussed. Reflection as a continuum is highlighted and exemplified within Wald et al.'s REFLECT rubric and Nguyen et al.'s reflection model.

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