Facilitating students' reflective practice in a medical course: literature review

Chaffey, Lisa J., de Leeuw, Evelyne J. and Finnigan, Gerard A. 2012, Facilitating students' reflective practice in a medical course: literature review, Education for health: change in learning and practice, vol. 25, no. 3, pp. 198-203.

Attached Files
Name Description MIMEType Size Downloads

Title Facilitating students' reflective practice in a medical course: literature review
Author(s) Chaffey, Lisa J.
de Leeuw, Evelyne J.
Finnigan, Gerard A.
Journal name Education for health: change in learning and practice
Volume number 25
Issue number 3
Start page 198
End page 203
Total pages 6
Publisher Wolters Kluwer Health
Place of publication Amsterdam, The Netherlands
Publication date 2012
ISSN 1357-6283
Keyword(s) medical students
reflective practice
Summary Introduction:
Reflection and reflective practice is of increasing importance in medical education curricula. The aim of this review is to summarise the literature published around facilitating refection in a medical course, and to answer the question: What is the current evidence regarding learning and development moments across the medical curriculum in developing students' reflective practice?

A review of the literature was undertaken using defined databases and the search terms 'medical students', 'medical education', 'reflection', 'reflect*' and 'medicine'. The search was limited to peer-reviewed published material in English and between the years 2001 and 2011, and included research, reviews and opinion pieces. Results: Thirty-six relevant articles were found, identifying enhancing factors and barriers to effectively teaching reflective practice within medical curricula, relating to: The breadth of the meaning of reflection; facilitating reflection by medical educators; using written or web-based portfolios to facilitate reflection; and assessing the reflective work of students.

A variety of reflective purposes was found in this literature review. Evidence indicates that, if students are unclear as to the purpose of reflection and do not see educators modelling reflective behaviours, they are likely to undervalue this important skill regardless of the associated learning and development opportunities embedded in the curriculum.
Language eng
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
Socio Economic Objective 920205 Health Education and Promotion
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30056006

Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 25 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 488 Abstract Views, 1 File Downloads  -  Detailed Statistics
Created: Fri, 13 Sep 2013, 14:02:19 EST by Lisa Chaffey

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.