title: Reflection: moving from a mandatory ritual to meaningful professional development.
abstract: Reflection has become established as a key principle underpinning maintenance of standards within professional education and practice. A requirement to evidence reflection within performance review is intended to develop a transformative approach to practice, identify developmental goals, and ultimately, improve healthcare. However, some applications have taken an excessively instrumental approach to the evidencing of reflection, and while they have provided useful templates or framing devices for recording individualistic reflective practice, they potentially have distorted the original intentions. This article revisits the educational theory underpinning the importance of reflection for enhancing performance and considers how to enhance its value within current paediatric practice.
authors: Department of Paediatrics/Medical Education, Leeds Institute of Medical Education, School of Medicine, University of Leeds, , Leeds, UK.
authors: Deborah
authors: D
authors: Murdoch-Eaton
authors: John
authors: J
authors: Sandars
mesh_terms: D001291:Attitude of Health Personnel; D002983:Clinical Competence; D004502:Education, Medical, Continuing / Q000379:methods*; D004522:Educational Status; D004992:Ethics, Medical; D006281:Health Occupations / Q000193:education*; D006801:Humans; D007858:Learning; D010820:Physicians; D011361:Professional Competence / Q000592:standards*; D012647:Self-Assessment
keywords: Medical Education; Reflection; professional Development