Experiences of recent graduates: reframing reflection as purposeful, social activity

Abstract

BackgroundDuring the Royal College of Veterinary Surgeons’ (RCVS) Professional Development Phase, graduates are required to reflect on their progress. Reflection is often conceptualised as a solitary activity, which may contrast with day-to-day reflective activities in the workplace. This study drew on cultural-historical activity theory to understand how recently graduated veterinary surgeons engage in reflective activity.MethodsData comprised RCVS documentation and semistructured interviews with 15 recent graduates from one veterinary school. Thematic analysis was used to describe a collective system of reflective activity and to identify contradictions in the system with the potential to limit outcomes of reflective activity.ResultsTwo overarching themes of contradictions were identified: ‘social reflection’ and ‘formalising the informal’. Graduates need opportunities for talking and/or writing to progress worries into purposeful reflection, underpinned by a shared understanding of reflective activity with colleagues, and by working practices which prioritise and normalise reflective interaction.ConclusionThese findings identify potential avenues to better support veterinary graduates as they negotiate the transition to working life, and suggest that reconsideration of the formal expectations of new veterinary graduates and their employers is timely.

The individual in the system: The role of affect in recent veterinary graduates' reflective activity

“…This is particularly important if reflection is viewed as an inherently social activity, dependent on interaction with supportive colleagues within a non-judgemental professional culture, to help convert worry into purposeful reflection. 1,16,17 How does affect influence why, how and with whom we choose to reflect on our experiences?…”

Reflection and the veterinary profession: a critical challenge for everyone

“…It is encouraging to see how action on this recommendation is being informed by a number of stakeholders, and Warman's paper, 3 summarised on p 347 of this issue of Vet Record , is a helpful addition to the discourse with its specific focus on the PDP. In this study, Warman uses a qualitative methodology – involving RCVS documentation, face‐to‐face interviews and the graduates’ PDRs – to understand the reflective activity of 15 recent graduates.…”

“…The picture that emerges is that of the formal PDP being overlaid (and often superseded) by a more informal approach to reflection, drawing on supportive colleagues, friends and family 3 . The PDP becomes more meaningful when new graduates have the opportunity to discuss their experiences, and subsequent PDR entries, with a mentor or colleague who understands what the process is trying to achieve.…”

“…Warman argues that the system itself has led to contradictions in what the profession is trying to achieve during the PDP – in some cases reducing reflection to a solitary activity that may be carried out superficially purely to evidence competence. She goes on to discuss the challenges of labelling reflection as a competency 3 …”

“…However, they are unlikely to be effective without a parallel social approach to reflection, and they are enhanced by the involvement of a mentor. This avoids ‘worrying’ being labelled as a proxy for reflection, 3 and instead enables reflection to become an important tool to help develop resilience 9 …”