Reflection: Moving from a mandatory ritual to meaningful professional development

Deborah Murdoch-Eaton*, John Sandars

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

36 Citations (Scopus)

Abstract

Reflection has become established as a key principle underpinning maintenance of standards within professional education and practice. A requirement to evidence reflection within performance review is intended to develop a transformative approach to practice, identify developmental goals, and ultimately, improve healthcare. However, some applications have taken an excessively instrumental approach to the evidencing of reflection, and while they have provided useful templates or framing devices for recording individualistic reflective practice, they potentially have distorted the original intentions. This article revisits the educational theory underpinning the importance of reflection for enhancing performance and considers how to enhance its value within current paediatric practice.

Original languageEnglish
Pages (from-to)279-283
Number of pages5
JournalArchives of Disease in Childhood
Volume99
Issue number3
DOIs
Publication statusPublished - Mar 2014

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