Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Santosh Patel
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Abstract

Reflection facilitates medical education and professional practice by enhancing active and deep learning from experiences. The reflection period is a time for self-awareness and self-assessment of learning events and experiences to improve future experiences (e.g., skill acquisition). Advocates for reflection suggest that reflective practice has the power to enhance professionalism as it provides an opportunity for critical thinking. It can be of variable length and depth; however, the process should be explorative and factual. Critical reflection is a broader and in-depth consideration of historical, cultural and political contexts to challenge and change one’s or a group’s assumptions and actions. Although the process is beneficial to achieving the intended learning objectives, its impact on educational and clinical outcomes remains unclear in anaesthesia. The usefulness of reflection in the learning process or work practices varies depending on personal, professional and organisational factors. Several models and approaches are described to facilitate the reflection process. However, assessment of reflection within the curriculum boundaries and for workplace-based learning activities is complex and challenging due to the lack of validated tools for different types of reflection. PubMed and Google Scholar were searched for articles on reflection and its application in anaesthesia. The anaesthesia literature has minimal information on the theoretical and research aspects of reflective learning and teaching. This review aims to outline the purpose of reflection, discuss the utilisation of commonly used reflection models and underline the intricacy of reflection in anaesthesia learning, teaching and practice. This article highlights crucial factors which may foster or hinder reflection and its effectiveness in achieving meaningful intended outcomes.
反思在麻醉教育和实践中的作用:目的、过程、缺陷和促进
反思通过加强主动和深度的经验学习,促进医学教育和专业实践。反思期是自我意识和自我评估学习事件和经验的时间,以改善未来的经验(例如,技能习得)。反思性实践的倡导者认为,反思性实践有能力增强专业精神,因为它为批判性思维提供了机会。它可以是可变的长度和深度;然而,这个过程应该是探索性的和事实性的。批判性反思是对历史、文化和政治背景的更广泛和深入的考虑,以挑战和改变个人或群体的假设和行动。虽然该过程有利于实现预期的学习目标,但其对麻醉教学和临床结果的影响尚不清楚。反思在学习过程或工作实践中的有用性取决于个人、专业和组织因素。本文描述了几种模型和方法来促进反思过程。然而,由于缺乏针对不同类型反思的有效工具,在课程范围内和基于工作场所的学习活动中评估反思是复杂和具有挑战性的。在PubMed和Google Scholar上搜索了关于反思及其在麻醉中的应用的文章。麻醉文献中关于反思性学习和教学的理论和研究方面的信息很少。本综述旨在概述反射的目的,讨论常用反射模型的使用,并强调反射在麻醉学习,教学和实践中的复杂性。本文强调了可能促进或阻碍反思及其在实现有意义的预期结果方面的有效性的关键因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Medical Education
International Journal of Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.90
自引率
3.20%
发文量
38
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