Incorporate reflection-promoting activities into health professions curricula at all educational levels¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 quant-synthesis), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The review documents that educators incorporate activities to promote reflection into undergraduate, postgraduate and continuing medical education and across a variety of health professions, as part of a change acknowledging the need for students to act and think professionally throughout their courses. The strategy positions reflection as integral to learning rather than an add-on. The review cautions that evidence for such interventions remains largely theoretical and that it is unclear which approaches may have efficacy or impact.

Design Implications¶

Context¶

Requirements¶

• Curricular interventions should be designed and evaluated given the unclear efficacy of specific approaches

Constraints¶

• Evidence supporting these interventions remains largely theoretical

Target Learners¶

• undergraduate health professions students
• postgraduate trainees
• practicing health professionals in continuing education

Target Learning Goals¶

• professional thinking and action
• reflective practice

Affordances¶

• Reflective Practice Integrates Theory And Practice

Claims¶

• Activities to promote reflection are being incorporated across undergraduate, postgraduate, and continuing health professions education [+W]
• The evidence supporting curricular interventions to promote reflection in health professional education remains largely theoretical [~W]
• Reflective capacity is regarded by many as an essential characteristic of professional competence in the health professions [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Mann, K., Gordon, J. & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Adv in Health Sci Educ. https://doi.org/10.1007/s10459-007-9090-2