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This paper examines the relationship between reflective practice and instrumental learning within the context of continuing professional development (CPD). It is argued that instrumental learning is a unique process of adult learning, and reflective practice's impact on learning outcomes in instrumental learning contexts remains unclear. A new conceptualisation of instrumental learning in CPD is provided to illustrate the issue's relevance and potential implications. Three justifications for further investigation are suggested: (a) to clarify the function of reflective practice activities in the immediate context of instrumental learning; (b) to protect the welfare of clients and professionals; and (c) to sustain the continuing success of the field of CPD. It is argued that an empirical investigation using scientific methodology is the most effective approach to address this issue.

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