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

Description

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. 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