Enabling honest reflection: a review

Summary BackgroundReflective practice provides a backbone to professionalism, a commitment to lifelong learning and competency‐based education in the form of reflective portfolios. Changes in health care culture have promoted a move towards openness and reflection on challenging clinical encounters. IssueEngagement with reflection has historically proved challenging to clinical educators. This Faculty Development Review examines this using a case study from the UK in which a postgraduate trainee was asked to disclose their reflective portfolio by a patient's legal representation. Critics have consequently questioned whether the educational benefit of reflection warrants these potential legal implications. In the context of pressure from accrediting bodies to demonstrate evidence of reflection, how can learners face this potential conflict of professional versus legal repercussions? Educational rationaleWe combine professional guidance from the UK and educational rationale from international settings to produce a guide for good practice. We offer guidance on facilitating reflection for learners in an open and honest way without diluting educationally effective critical reflection. Themes of anonymity, taking a balanced approach, seeking senior advice, focusing on learning outcomes and role‐modelling are discussed. How can learners face this potential conflict of professional versus legal repercussions? Take‐home messagesIntegrating reflection within the curriculum impro...
Source: The Clinical Teacher - Category: Universities & Medical Training Authors: Tags: Faculty Development Review Source Type: research