Reflecting on reflection in interprofessional education: implications for theory and practice.

Full Abstract

Interprofessional education (IPE) involves learning, and learning requires reflection. Educators need to "reflect more on reflection" if they are to be effective teachers in ensuring the learning outcomes essential for teamwork and interprofessional practice (IPP), including incorporating both theory and practice into the development of educational interventions. First, this discussion surveys the IPE-relevant literature on reflection, and then defines and refines the multidimensional concept of reflection as it relates to IPE in developing and implementing teamwork learning programs and experiences. Second, specific methods to promote reflection are presented and explored, including self-assessments, journaling, and written papers. Actual samples from student journals and assignments provide examples of the impacts of using these methods on participant reflection and learning. Finally, implications for an expanded understanding and application of reflection for IPE will be discussed, and recommendations made for educational practice and research in this area.

Author information

Author/s: Clark, Phillip G (PG);

Affiliation: Program in Gerontology and Rhode Island Geriatric Education Center, University of Rhode Island, Kingston, Rhode Island 02881, USA. aging(-atsign-)uri.edu

Journal and publication information

Publication Type: Journal Article

Journal: Journal of interprofessional care (J Interprof Care), published in England. (Language: eng)

Reference: 2009-May; vol 23 (issue 3) : pp 213-23

Dates: Created 2009/05/05; Completed 2009/07/20;

PMID: 19415562, status: MEDLINE (last retrieval date: 8/21/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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