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

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 edu...

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Bibliographic Details
Published in:Medical teacher 2015-07, Vol.37 (7), p.696-699
Main Author: Wald, Hedy S.
Format: Article
Language:English
Subjects:
Clinical outcomes
Competence
Emotions
Health care
Health education
Identity formation
Medical education
Medicine
Physicians
Professional identity
Professions
Reflection
Reflective learning
Self Actualization
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Summary: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.
ISSN:0142-159X
1466-187X
DOI:10.3109/0142159X.2015.1029897