Developing Reflective Practice : A Guide for Medical Students, Doctors and Teachers

✍ Scribed by Andrew Grant, Judy McKimm

• Publisher: Wiley-Blackwell
• Year: 2017
• Tongue: English
• Leaves: 158
• Category: Library

✦ Synopsis

The ability to reflect on practice is a fundamental component of effective medical practice. In a sector increasingly focused on professionalism and patient-centred care, Developing Reflective Practice is a timely publication providing practical guidance on how to acquire the reflective skills necessary to become a successful clinician. This new title draws from a wide range of theoretical and practical multidisciplinary perspectives to assist students, practitioners and educators in embedding reflection in everyday activities. It also offers structures and ideas for more purposeful and meaningful formal reflections and professional development. Developing Reflective Practice:
- Focuses on the developing practitioner and their lifelong learning and the development of professional identity through reflection
- Provides practical how-to information for students, practitioners and educators, including realistic case examples and practice-based hints and tips
- Examines and explains the theoretical and conceptual approaches to reflective practice, including its models and frameworks.

✦ Table of Contents

Cover......Page 1
Title Page......Page 4
Copyright......Page 5
Contents......Page 6
Acknowledgements......Page 12
About the Authors......Page 14
Part I What is Reflection?......Page 16
Reflective Learning: Making a Difference – Andrew Grant......Page 18
Start Early, Make it Routine – Judy McKimm......Page 20
Some Challenges for Reflective Practice – Fiona Murphy......Page 22
About the Book: Structure and Content Overview......Page 23
Why are Learners Required to Reflect?......Page 26
The Place of Reflection in Professional Development......Page 28
What can be Achieved by Reflection?......Page 30
Getting the Most Out of Reflection......Page 31
Summary......Page 33
Chapter 3 Theoretical Underpinnings of Reflection......Page 34
Freire......Page 35
Knowledge – a Constantly-Changing Network......Page 36
Deep and Surface Approaches to Learning......Page 37
Reflection In Action, Reflection On Action – Donald Schön......Page 38
Emotional Content of Learning......Page 39
Summary......Page 40
Introduction......Page 42
Frameworks for Reflection......Page 43
Summary......Page 50
Part II Learning Reflection......Page 52
Capturing and Describing the Experience......Page 54
‘Less than a Minute’ Techniques......Page 55
One to Five Minute Techniques......Page 56
Analysing the Experience......Page 58
Summary......Page 64
Different Types of Reflective Writing......Page 66
Creative Writing......Page 67
Analytical–Academic Reflective Writing......Page 70
Some Issues with Reflective Writing......Page 76
Summary......Page 77
Types of Reflective Learning Activity......Page 78
Supporting Reflective Learning......Page 80
Summary......Page 85
Connecting Reflection and Knowledge Generation......Page 86
Connecting Reflection, Knowledge and Research through Critical Thinking......Page 87
1. Identifying and Challenging Assumptions......Page 89
2. Recognizing the Importance of Context......Page 91
3. Exploring and Imagining Alternatives......Page 92
Action Research: Connecting Reflection, Knowledge and Critical Thinking......Page 93
Summary......Page 97
Part III Facilitating Reflection......Page 98
Chapter 9 Teaching and Supporting Reflection......Page 100
Aims, Goals and Purpose......Page 101
Supporting Learners to Get Started as Reflective Learners......Page 102
Selecting the Right Method of Reflective Learning......Page 103
Using Learning Technologies to Enable Reflection......Page 108
Peer Learning......Page 109
Reflection as Part of Developing Professional Identity......Page 110
Evaluating Reflective Learning and Teaching......Page 112
Summary......Page 113
Chapter 10 Assessing Reflection......Page 114
Marking Reflective Work – a Cause of Potential Conflict......Page 115
Effects of Making Reflective Learning Compulsory......Page 116
Strategies to Discourage Students from Writing What They Think the Tutor Wants to Read or Will Gain Them Good Marks......Page 117
Creating a Robust, Defensible Assessment for Your Students’ Reflective Work......Page 119
Ensuring Robust, Valid, Reliable Assessment......Page 120
Summary......Page 122
Part IV Developing as a Reflective Practitioner......Page 124
Chapter 11 The Role of Reflection in Developing Professional Identity......Page 126
How Does Reflective Practice Form Professional Identity?......Page 127
How Can Reflection Be Challenging to Professional Identity?......Page 128
Self Theories, PIF and Reflective Practice......Page 129
How Can Guided Reflection Be Challenging Without Being Threatening?......Page 131
Summary......Page 132
Adult Learning – Andragogy......Page 134
2. The Learners’ Self-Concept......Page 135
6. Motivation......Page 136
Maximizing Learning Return on Effort......Page 137
A Curriculum Based on Your Experience......Page 138
Learning that is Intrinsically Rewarding......Page 140
Keeping a Record for CPD, Appraisal and Revalidation......Page 141
Demonstrating Learning and Development over Time......Page 142
Summary......Page 143
References and Resources......Page 144
Index......Page 152

✦ Subjects

Reflective Practice