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Reflection: moving from a mandatory ritual to meaningful professional development
  1. Deborah Murdoch-Eaton,
  2. John Sandars
  1. Department of Paediatrics/Medical Education, Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK
  1. Correspondence to Professor Deborah Murdoch-Eaton, Department of Paediatrics/Medical Education, Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds LS2 9NS, UK; d.g.murdoch-eaton{at}leeds.ac.uk

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.

  • Medical Education
  • Reflection
  • professional Development

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