reflective practice


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reflective practice

A process in the UK which facilitates learning from experience, widely regarded as a mature learning format, in which a doctor trainee teases the actions and consequences from the Gestalt of a clinical or diagnostic experience. In reflective practice, one asks what happened, examines one’s initial responses and how those responses might be modified in similar actions in the future.
Segen's Medical Dictionary. © 2012 Farlex, Inc. All rights reserved.
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We encourage all registrants to take part in reflective practice and to try to embed reflection into their everyday practice."
* reflective practice, or the process of continually assessing one's practice to identify learning needs and opportunities for growth, is the key to continuing competence.
In sections on the curriculum, the developing child, the developing teacher, and teaching skills, they consider such topics as children's learning and development in the early years, child-centered teaching and learning, reflective practice in primary schools, the school community: being part of a wider professional environment, and managing the learning environment.
With the development of new technology, which provides powerful potential to facilitate teacher engagement, blogs deserve to be increasingly introduced to the community of teachers for reflective practice as they are more interactive workbenches whereby teachers can easily share their reflection with their peers and supervisors and engage in spontaneous and online reflective practice.
Using reflective practice maximizes the effectiveness of instructional plans within the teaching-learning interaction process.
Research has recognised for some time that the social dimension is a critical aspect for reflective practice (Brockbank & McGill, 2007; Collin & Karsenti, 2011; Toom et al., 2014).
Schon, 1987 and Zeichner and Liston, (2004) have argued that refection is essentially an individual process, while Heather and Amy(2012) Osterman and Kotkamp, (2004) and Ghaye, (2011) have taken reflection as a social process and divided reflective practice into two major types; individual and group reflective practices.
Keywords: Medical students, Reflection, Reflective practice.
Gray, Hodgson, & Heaney (2011) propose that this platform of skills can benefit from targeted and refined reflective practice and in doing so endorse Schon's focus on the need to develop professional "artistry" (1983).
On that basis, it would seem useful for each individual to find their own interpretation of that balance through reflective practice. Many entrepreneurs differ from employees in their perspective on work-life balance--for instance, in relation to autonomy and passion for work, which are common characteristics of entrepreneurs (Frese, 2009).