RT Journal Article
SR Electronic
T1 Reflection: moving from a mandatory ritual to meaningful professional development
JF Archives of Disease in Childhood
JO Arch Dis Child
FD BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health
SP 279
OP 283
DO 10.1136/archdischild-2013-303948
VO 99
IS 3
A1 Murdoch-Eaton, Deborah
A1 Sandars, John
YR 2014
UL http://adc.bmj.com/content/99/3/279.abstract
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.