PT  - JOURNAL ARTICLE
AU  - Deborah Murdoch-Eaton
AU  - John Sandars
TI  - Reflection: moving from a mandatory ritual to meaningful professional development
AID  - 10.1136/archdischild-2013-303948
DP  - 2014 Mar 01
TA  - Archives of Disease in Childhood
PG  - 279--283
VI  - 99
IP  - 3
4099  - http://adc.bmj.com/content/99/3/279.short
4100  - http://adc.bmj.com/content/99/3/279.full
SO  - Arch Dis Child2014 Mar 01; 99
AB  - 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.