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Educating for reflective practice.

Sylvina Tate1

  • 1School of Integrated Health, University of Westminster, Euston Centre, London, UK. tates@westminster.ac.uk

Journal of Alternative and Complementary Medicine (New York, N.Y.)
|November 25, 2003
PubMed
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This study details a reflective practice model for complementary therapies education. It demonstrates integrating critical reflection into undergraduate curricula to enhance learning.

Area of Science:

  • Health Sciences
  • Education

Background:

  • Reflective practice is crucial for professional development in healthcare.
  • Integrating critical reflection into undergraduate curricula is an emerging area in complementary therapies education.

Purpose of the Study:

  • To describe the reflective practice approach at the University of Westminster School of Integrated Health.
  • To illustrate methods for incorporating critical reflection into complementary therapies undergraduate programs.

Main Methods:

  • Descriptive approach outlining the adopted reflective practice model.
  • Qualitative analysis of curriculum integration strategies for critical reflection.

Main Results:

  • The University of Westminster School of Integrated Health has implemented a structured reflective practice approach.

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  • Specific strategies for embedding critical reflection within complementary therapies courses have been identified.

    • Conclusions:

    • The described reflective practice approach provides a framework for enhancing student learning in complementary therapies.
    • Incorporating critical reflection can significantly benefit undergraduate education in integrated health programs.