Murdoch-Eaton, D and Sandars, J (2013) Reflection: moving from a mandatory ritual to meaningful professional development. Archives of Disease in Childhood. ISSN 0003-9888
Abstract
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2013, BMJ Publishing Group. This is an author produced version of a paper published in Archives of Disease in Childhood. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Medical Education; Reflection; professional Development |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Medical Education Unit (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 18 Nov 2013 18:26 |
Last Modified: | 15 Sep 2014 01:31 |
Published Version: | http://dx.doi.org/10.1136/archdischild-2013-303948 |
Status: | Published |
Publisher: | BMJ Publishing Group |
Identification Number: | 10.1136/archdischild-2013-303948 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:77035 |