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Knowledge translation: the role and place of practice reflection
Jocelyn Lockyer1, S Tunde Gondocz, Robert L Thivierge
1Department of Community Health Sciences, University of Calgary, 3330 Hospital Drive NW, Calgary. lockyer@ucalgary.ca
Summary
Reflection is key for professionals to understand complex issues and drive change. Educational programs and workplace strategies can foster this critical thinking skill for deeper learning and practice improvement.
Area of Science:
- Professional Development
- Cognitive Science
- Educational Psychology
Background:
- Reflection is a cognitive process for understanding complex ideas without easy answers.
- It transforms experiences into new knowledge and actionable insights.
- Factors like time and social support influence professionals' ability to reflect.
Purpose of the Study:
- To explore the role of reflection in professional learning and practice.
- To identify facilitators and barriers to reflection in professional settings.
- To examine educational and workplace strategies that promote reflection.
Main Methods:
- Review of literature on reflection in professional contexts.
- Analysis of educational interventions (case-based discussion, needs assessments).
- Examination of workplace techniques (critical incident technique, debriefing).
Main Results:
- Personal experiences and feedback initiate reflection.
- Lack of time, colleagues, and social networks hinder reflection.
- Educational programs and workplace methods can effectively encourage reflection.
Conclusions:
- Reflection is crucial for transforming surface learning into deep learning and practice change.
- Further research is needed on the mechanisms of reflection, its integration with other learning methods, and the role of technology.