Reflective practice in optometry education

Understanding the teaching methodologies for reflective practice in optometry education is vital to ensure that the current curricula reflect the requirements of contemporary professional practice.

Reflective practice is seen as necessary in health professional education for promoting ongoing learning and critical thinking. Optometrists are increasingly expected to engage in reflection as part of their professional development. This study aims to explore how reflective practice is taught in optometry education.

A scoping review was conducted in accordance with the Johanna Briggs Institute methodology. Reflective practice methodologies were identified and examined using content analysis. Six databases were searched from their inception to 1 November 2023.

Of 3495 publications, 120 full-text articles were reviewed, with 37 found to include reflective activities within optometry education. The retrieved publications primarily addressed professional skills development, curricular planning, and technical knowledge. The relevant reflective practice activities commonly featured in the sources of evidence included focus group discussions, interviews, portfolio and reflective writing, open-ended questionnaires, and activities designed to prompt reflect-in-action responses. The effectiveness of how reflection had transformed and improved student learning was discussed in eight articles.

Reflective practice is not explicitly discussed in the published optometry literature. Despite evidence of reflective activities, the limited discussion surrounding their effectiveness suggests that students may be unaware that they are being trained for this skillset. While there are growing interests in reflective practice, its implementation remains implicit and under-evaluated. To ensure that students are intentionally and effectively trained in this critical competency, further research is needed to explore its application, impact, and integration within optometry education.