DescriptionTitle: Reflection- the process or the outcome? How measurement matters. Presenter: Dr Julie C Williams, ACL in Orthodontics, University of Bristol and Post-CCST Registrar, Royal United Hospitals, Bath Abstract: Health care practitioners are expected to be reflective about their practice- but reflective practice isn’t just limited to health care practitioners. The ability to self-reflect and respond with insight is relevant to so many fields- leadership, management, teaching, business, counselling, performing arts… the list goes on. Several factors thought to confound the assessment of reflection have been identified1 if not fully resolved. If the ability to self-reflect and respond with insight is a valuable skill to be learnt and practiced regularly, it is important that we have a shared definition of what we mean by reflection and understand how we can recognise the process in those we train. We also need to be mindful that the way we measure reflective capacity will influence future reflective practice within our profession. Following our recent Best Evidence Medical Education (BEME) review of instruments used to measure the ability to self-reflect and respond with insight, this short presentation will look at how tools are used to measure both the process and the outcome of reflection in different educational and workplace settings. What can we learn from these studies and are we able to apply these findings to Health Science Education? 1. Koole S, Dornan T, Aper L, Scherpbier A, Valcke M, Cohen-Schotanus J, et al. Factors confounding the assessment of reflection: a critical review. BMC Med Educ. 2011;11:104. Epub 2011/12/30.
|Period||14 Sep 2017 → 16 Sep 2017|
- reflective learning
- Medical Education