Reflective Practice

MedEdPearls January 2018: Reflective practice is an active, dynamic approach to self-improvement. How might you use it to achieve your goals and overcome obstacles?

Reflective Practice:  Your BEST Professional Development Tool

With the start of a new year and scores of self-improvement resolutions underway, what better time to think about resources to help attain your goals and avoid barriers that might impede success in your self-improvement efforts.

One active, dynamic approach for self-improvement is reflective practice. Defined by Schön, “reflective practice involves thoughtfully considering one's own experiences in applying knowledge to practice while being coached by professionals in the discipline” (Schön, 1996). An essential practice of self-directed and life-long learning, reflective practice used as a professional development tool must be purposeful and result in change of beliefs, behavior, understanding of new knowledge and/or skills, and is deliberate (Jorwekar, 2017, Helyer, 2015).

A pond in the winter.

Models of Reflective Practice and Experiential Learning

Suggested Approaches:

  • Set aside 15-20 minutes a day to look back and reevaluate the day’s experiences.  Ask yourself:
    • What happened?
    • What surprised you?
    • What was done right?
    • How do I feel?  Why do I feel this way?
    • Any alternatives?
    • What is needed to get better? Barriers?
  • Start a reflective journal.
  • Network with colleagues, discuss a specific experience and identify ways for improvement.

Share your favorite approaches to reflection at #MedEdPearls

References

  1. Helyer, R. (2015) Learning through reflection: the critical role of reflection in work-based learning
  2. Jorwekar, G. (2017). Reflective practice as a method of learning in medical education: History and review of literature. International Journal of Research in Medical Science; 5(4):1188-1192.
  3. Schon, D.A. (1996). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass, Inc.

About the Author

Diane Brown, MS
Office of Curriculum
Medical College of Wisconsin
dbrown@mcw.edu

Additional Information

The MedEdPearls are a collaborative, peer-reviewed, monthly brief intended to provide practical tips and strategies for medical and health professions educators to enhance teaching and learning.

  • Jean Bailey, PhD – Virginia Commonwealth University School of Medicine
  • Carrie Bowler, EdD, MS, MLSCM (ASCP) – Mayo Clinic School of Continuous Professional Development
  • Kristina Dzara, PhD, MMSc (Educators ’16; Assessment ’16; HCE 2.0 ’17) – Saint Louis University School of Medicine
  • Shanu Gupta, MD, SFHM – University of South Florida Morsani College of Medicine and Tampa General Hospital
  • Jennifer Hillyer, PhD – Northeast Ohio Medical University
  • Larry Hurtubise, PhD, MA (HCE 2.0 '16) – The Ohio State University
  • Anna Lama, EdD, MA – West Virginia University School of Medicine
  • Machelle Linsenmeyer, EdD, NAOME (Assessment ’07) – West Virginia School of Osteopathic Medicine
  • Skye McKennon, PharmD, BCPS, ACSM-GEI – Washington State University Elson S. Floyd College of Medicine
  • Rachel Moquin, EdD, MA – Washington University School of Medicine
  • Stacey Pylman, PhD – Michigan State University College of Human Medicine
  • Leah Sheridan, PhD – Northeast Ohio Medical University
  • Lonika Sood, MBBS, MHPE – Washington State University Elson S. Floyd College of Medicine
  • Mark Terrell, EdD – Lake Erie College of Osteopathic Medicine
  • Stacey Wahl, PhD – Virginia Commonwealth University School of Medicine

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