A reflective learning framework to evaluate CME effects on practice reflection.

Area of Science:

• Medical Education
• Cognitive Psychology
• Continuing Medical Education (CME)

Background:

• Reflective practice is crucial in CME, yet methods for evaluating reflective learning are lacking.
• Existing evaluations rarely define reflective learning by specific cognitive processes or observable performances.
• Competency-based evaluation is underutilized for assessing CME outcomes.

Purpose of the Study:

• To operationally define reflective learning within a framework (RLF) for CME.
• To refine and validate the RLF by evaluating physician performance in an e-learning activity.
• To bridge the gap in evaluating reflective learning and its impact in clinical practice.

Main Methods:

• A qualitative multiple-case study involving 473 practicing family physicians.
• Physicians provided comments on research-based synopses during an online CME activity.
• Thematic analysis extracted cognitive tasks based on the RLF from 2029 physician comments.

Main Results:

• The reflective learning framework (RLF) supported four cognitive processes: Interpretation, Validation, Generalization, and Change.
• Twelve specific, observable cognitive tasks were identified and defined within the RLF.
• A codebook detailing these tasks and characteristics was developed for future application.

Conclusions:

• The RLF provides a validated method for evaluating reflective learning in physicians.
• The RLF and its codebook can integrate reflective learning into CME curricula and assessment.
• Future research should involve CME stakeholders to explore broader applications of the RLF.