Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion
Abstract
:1. Introduction
2. Purpose of Reflection
2.1. Educational
2.2. Clinical
2.3. Personal
3. Reflection Process
3.1. Models for Reflection
3.2. Depth of Reflection
3.3. Documentation
3.4. Blending with Other Learning Methods
4. Pitfalls: Practical and Theoretical
4.1. Meaning, Definition and Research
4.2. Individual and Organisational
4.3. Assessment
4.4. Teaching Reflection
5. Promoting Learning Using Reflection
5.1. Individual Support
5.2. Role of Organisation
5.3. Role of Supervisor and Mentor
6. Limitations
7. Conclusions
Supplementary Materials
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Education: |
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Professional practice: |
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Personal: |
Model/Ref | Stages | Comments |
---|---|---|
[23] Kolb (1984) | Concrete experience (Why?) (Do) Reflective observation (What?) (Reflect) Abstract conceptualisation (Now what?) (Think) Active experimentation (So what?) (Plan) | Pros: Grounded in reality, the learner-centred approach considers that learning relies on experiences useful in everyday experiences. Cons: Non-specific, does not consider other factors affecting learning such as social and cultural, may not apply to a group with different learning styles, lesser influence of a teacher. |
[24] Gibbs (1988) | Describe (What happened?) Feelings (What are your feelings?) Evaluate (What was good and bad?) Analyse (What sense can you make?) Conclusion (What else could be done?) Action plan (What would you do?) | Pros: Simple, easy to use, commonly used, useful for a novice reflector, distinctive stages, inclusive of feelings, can work over the time. Cons: Does not consider wider perspectives. Some may not wish to express feelings openly and may not be useful for team reflection. |
[25] Schon (1991) | Planning ⇒ plan to action ⇒ RiA result | Pros: More emphasis on reflection-in-action (RiA), RiA is perspective, RiA allows us to change the course of an event, considers individual problem, leads to unique solutions, encourages personalised learning. Reflection-on-action (RoA) promotes deeper reflection. Cons: RiA may interrupt learning/a task. It does not guide us on the process. |
[26] Hatton & Smith (1995) | Description Description with minimal reflection Dialogic reflection Critical reflection | Pros: Increasing depth, enhanced exploration of elements, considers context. Cons: Requires self-questioning, self-criticism and awareness of circumstances. |
[27] Bain (1999) | Reporting (description) Responding (may including feelings) Relating (self, team evaluation) Reasoning (explore, explain, evidence) Reconstructing (conclusion, plan) | Pro: At each stage, depth can be increased, it considers cognitive aspects and feelings and wider contexts can be included. Therefore, useful for complex and difficult circumstances. Con: More time required, inconsistency among users, lack of clarity and precision. |
[28] Moon (1999) | Noticing Making sense Making meaning Working with meaning Transformative learning | Pro: Promotes deeper learning, useful for individualised and group learning and reflection, variable perspectives possible. Con: Hypothetical, not well researched. |
[29] Johns (2000) | Description Reflection Influencing factors Could I have dealt with better? Learning | Pros: Internal (e.g., own feelings) and external focus (e.g., event facts), the importance of critical analysis, identifies wider options for improvement, includes the ethical aspect of learning. Cons: Not suitable for prompt reflection, difficult to use for novice learners, lengthy, time-consuming. |
[30] Driscoll 2007 | What (describe) So what (analysis) Now what (action plan) | Pros: Simple, easy to apply and useful for a wide range of circumstances. Cons: Focus on the situation/event, limited self-reflection/evaluation. |
Individual: |
Professional: |
Organizational: |
Group reflection: |
Learning-Related |
Individual |
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Patel, S. Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion. Int. Med. Educ. 2023, 2, 262-275. https://doi.org/10.3390/ime2040025
Patel S. Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion. International Medical Education. 2023; 2(4):262-275. https://doi.org/10.3390/ime2040025
Chicago/Turabian StylePatel, Santosh. 2023. "Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion" International Medical Education 2, no. 4: 262-275. https://doi.org/10.3390/ime2040025