• DOI:10.1080/14739879.2012.11494064
• Corpus ID: 13001378

Embracing reflective practice

@article{Davies2012EmbracingRP,
  title={Embracing reflective practice},
  author={Samantha Davies},
  journal={Education for Primary Care},
  year={2012},
  volume={23},
  pages={12 - 9}
}

• S. Davies
• Published 1 March 2012
• Education
• Education for Primary Care

Reflective practice is an increasingly important aspect of evidence for continuing professional development, with recent strong emphasis of its necessary presence in the appraisal and revalidation process for doctors. The process of reflective practice is now a prominent part of undergraduate training for doctors, however, for many of us in practice it is a process that may have never been officially taught. Attitudes about reflective practice are diverse and not always positive for several reasons, including a lack of understanding about the reflective process and a reluctance to question one’s own practice. With reflective practice becoming increasingly popular, it is important as healthcare professionals and educators that we have a concrete understanding of the process so we can not only reap its benefits for our own learning, but also facilitate and maximise reflective skills in our colleagues and within our students. The ‘REFLECT’ model is a simple and memorable mnemonic that can act as a guide through the reflective process and aid people’s understanding of the steps involved for effective reflective practice. We must also consider how we can stimulate students to engage in the reflective process by developing the skills and addressing the challenges that face facilitators of reflective practice.