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.