![]() So instead, I’m going to give you twelve prompts that you can ask yourself when you wish to engage in some critical reflection. If I hear ‘what could you have done differently?’ posed as a ‘reflective practice’ question one more time, I’ll scream. What I want to share here is a key tool in reflective practice: questioning or problem-posing as a way to begin to investigate and address the “problems of real-world practice.” “Problems of real-world practice” It is just these indeterminate zones of practice, however, that practitioners and critical observers of the professions have come to see with increasing clarity over the past two decades as central to professional practice. These indeterminate zones of practice-uncertainty, uniqueness, and value conflict-escape the canons of technical rationality. Often, situations are problematic in several ways at once. Indeed, they tend not to present themselves as problems at all but as messy, indeterminate situations. He problems of real-world practice do not present themselves to practitioners as well-formed structures. In Educating the Reflective Practitioner, Schön explains why: This literature review finds similar results in pharmacy education, pointing out the conflicting interpretations and applications of the term ‘reflective practice.’ I highly recommend both these literature reviews for references on reflective practice in health professions.īoth also cite Donald Schön, whose highly-influential books The Reflective Practitioner and Educating the Reflective Practitioner describe and analyze reflection-in-action across multiple professions and professional contexts. Yet this literature review points out the variation in what reflective practice means, and how it is facilitated and assessed, in medical education. Professionals reflect in classes, in continuing education, or in communities of practice alone, in dyads, or in small groups. It is sometimes invoked as a way to connect theory to practice, or to enhance communication. Reflection is used to increase metacognition. Health professionals all require critical-thinking and problem-solving skills, and reflective practice has been used to support these. There seems to be support of reflection as a skill. Flexibility is essential in an approach that generally is an alternative to practices that are more didactic or directive. Reflective practice is a broad spectrum that covers many different understandings of and approaches to reflection (and practice). From where I stand, there are some punitive, reductive, top-down things going on under the guise of “reflective practice.”Īnd I’m hearing similar statements from the health sector. That’s not to say this reputation is undeserved. ![]() I have spent most of my time in higher education trying to rescue “reflective practice” from its own reputation in my students’ imaginations. Critical reflection is the engine of my practice. ![]() Let me be clear: I am a reflective practitioner. If I could say one thing about the term “reflective practice” in my experience as an educator…it would not be a nice thing to say. Reflective practice is certainly a term that gets thrown around. And reflective practice is a way to slow down that process.” “Physicians are trained–very much so–to gather data, to make decisions. Tasha Wyatt, of the Educational Innovation Institute at the Medical College of Georgia, explained to me: I have heard “reflective practice” mentioned a few times, in the years I have been talking with physicians, medical educators, and public health professionals.ĭr.
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