The Use of Reflection in Emergency Medicine Education

Abstract

Reflection is a cognitive process in which new information and experiences are integrated into existing knowledge structures and mental models, resulting in meaningful learning. Reflection often occurs after an experience is over, promoting professional development and lifelong learning. However, a reflective emergency physician (EP) is also able to apply reflection in real time: self-monitoring, coping with the unexpected, and quickly thinking on his or her feet to solve complicated, unique, and challenging clinical problems. Reflection is a skill that can be taught and developed in medical education. Evidence demonstrating the value of teaching reflection is emerging that substantiates longstanding educational theories. While a few educators have started to explore the use of reflection for emergency medicine (EM) learners, the potential for broader application exists. This review summarizes the literature regarding reflection in medical education and provides a basic primer for teaching reflection.

Reflective Practice in Healthcare Education: An Umbrella Review

“…The focus of these studies included an analysis of reflective practice in educational design, evaluation and assessment; a thematic analysis of the literature with respect to theory building; or the definition of reflective practice in relation to beliefs, attitudes and behaviours. Relevant discussions and other review articles were also considered but were not included in this umbrella review [36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51]. Objective: A systematic review to assess use of portfolios in undergraduate education.…”

Exploring whether (and how) self-reflection can improve practice as a teacher educator

“…As part of their practice, reflection is imperative either in training where it is needed with annual review of clinical progress or once fully trained for revalidation and continuing professional development (Bernard et al 2012;Koole et al 2011;Ng et al 2015;Wald 2015). In their acting, however they do so under multiple identities (Day et al 2006):…”

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

“…7,10,[23][24][25][26][27][28][29][30][31][32] Subsequently, enhanced reflective thinking skills may better prepare students for the challenges that may arise in future clinical practice.…”

“…5 It is a cognitive process of understanding and evaluating the meaning of an experience within the context of one's previous experience, previous and existing knowledge, firmly held beliefs, and assumptions. 9,10 Through reflective practice, professionals continue to critique their skills, performance, outcomes, and behavior. It can be argued that constant critiquing of practice, upgrading skills and performance, and/or changing behavior, allows for better informed decisions and clinical judgments, 11 thus enabling improvement for future practice.…”

“…6,11,36,37 Some researchers believe that the art of reflection is a skill that can be taught without any prerequisites of knowledge in this area as long as the learning environment is conducive for reflective activities. 10,38 Integrating learning and teaching modules into an undergraduate pharmacy curriculum to enhance such a fundamental skill has the potential to assist the pharmacy student to become prepared for the real world of pharmacy practice.Several tools enhance reflective capacity. For example, reflective writing as a tool to enhance reflective capacity is at the forefront of the published literature.…”