Reflective practice undertaken by healthcare and medical trainees and practitioners: so what’s all the fuss about?
Hart, Philip and Cooper, Nick (2015) Reflective practice undertaken by healthcare and medical trainees and practitioners: so what’s all the fuss about? Critical and Reflective Practice in Education, 4. ISSN 2040-4735
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Abstract
Having worked with healthcare and medical trainees and practitioners for a number of years as medical educators, we have often noticed a glazed, irritated or frustrated look in the eyes of many of them when the terms reflective practice or reflection are used. These two sets of words have come to be known as the ‘R’ words. This has prompted us to consider the modern origins of the concept of reflective practice and also the etymological roots and philosophical foundation of the meaning of the term ‘practice’. At the same time, this has raised issues of who owns the process and product of reflective practice (e.g. individuals; peers; tutors; assessors) and whether the outcomes should be formally assessed given the associated ethical and authenticity dilemmas that often seem to arise from such assessment.
| Item Type: | Article |
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| Keywords: | healthcare trainees and educators, reflective practice, etymological roots, ethical and authenticity dilemmas |
| Depositing User: | Ms Raisa Burton |
| Date Deposited: | 24 Jul 2020 14:21 |
| Last Modified: | 24 Jul 2020 14:21 |
| URI: | https://marjon.repository.guildhe.ac.uk/id/eprint/17604 |
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