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Educ. Sci. 2016, 6(3), 27; doi:10.3390/educsci6030027

Reflective Practice in Healthcare Education: An Umbrella Review

Institute of Education, University College London, 7 Hartley House, Chambers Street, London SE16 4EP, UK
Academic Editor: James Albright
Received: 14 February 2016 / Revised: 6 August 2016 / Accepted: 9 August 2016 / Published: 11 August 2016
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Abstract

Reflection in healthcare education is an emerging topic with many recently published studies and reviews. This current systematic review of reviews (umbrella review) of this field explores the following aspects: which definitions and models are currently in use; how reflection impacts design, evaluation, and assessment; and what future challenges must be addressed. Nineteen reviews satisfying the inclusion criteria were identified. Emerging themes include the following: reflection is currently regarded as self-reflection and critical reflection, and the epistemology-of-practice notion is less in tandem with the evidence-based medicine paradigm of modern science than expected. Reflective techniques that are recognised in multiple settings (e.g., summative, formative, group vs. individual) have been associated with learning, but assessment as a research topic, is associated with issues of validity, reliability, and reproducibility. Future challenges include the epistemology of reflection in healthcare education and the development of approaches for practising and assessing reflection without loss of theoretical background. View Full-Text
Keywords: reflection; healthcare education; umbrella review reflection; healthcare education; umbrella review
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Fragkos, K.C. Reflective Practice in Healthcare Education: An Umbrella Review. Educ. Sci. 2016, 6, 27.

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