Chaffey Lisa Jane, de Leeuw Evelyne Johanna Janet, Finnigan Gerard Anthony
School of Medicine, Deakin University, Australia.
Educ Health (Abingdon). 2012 Sep-Dec;25(3):198-203. doi: 10.4103/1357-6283.109787.
Reflection and reflective practice is of increasing importance in medical education curricula. The aim of this review is to summarise the literature published around facilitating reflection in a medical course, and to answer the question : W0 hat is the current evidence regarding learning and development moments across the medical curriculum in developing students' reflective practice?
A review of the literature was undertaken using defined databases and the search terms 'medical students', 'medical education', 'reflection', 'reflectFNx01' and 'medicine'. The search was limited to peer-reviewed published material in English and between the years 2001 and 2011, and included research, reviews and opinion pieces.
Thirty-six relevant articles were found, identifying enhancing factors and barriers to effectively teaching reflective practice within medical curricula, relating to: The breadth of the meaning of reflection; facilitating reflection by medical educators; using written or web-based portfolios to facilitate reflection; and assessing the reflective work of students.
A variety of reflective purposes was found in this literature review. Evidence indicates that, if students are unclear as to the purpose of reflection and do not see educators modelling reflective behaviours, they are likely to undervalue this important skill regardless of the associated learning and development opportunities embedded in the curriculum.
反思及反思性实践在医学教育课程中愈发重要。本综述的目的是总结围绕医学课程中促进反思所发表的文献，并回答以下问题：关于医学课程中培养学生反思性实践的学习与发展契机，目前有哪些证据？
使用指定数据库及搜索词“医学生”“医学教育”“反思”“reflectFNx01”和“医学”进行文献综述。搜索限于2001年至2011年间以英文发表的同行评审材料，包括研究、综述和观点文章。
共找到36篇相关文章，确定了医学课程中有效教授反思性实践的促进因素和障碍，涉及：反思含义的广度；医学教育工作者促进反思；使用书面或基于网络的档案袋促进反思；以及评估学生的反思作业。
本综述发现了多种反思目的。有证据表明，如果学生不清楚反思的目的，且未看到教育工作者展现反思行为，那么无论课程中蕴含何种相关学习与发展机会，他们都可能低估这项重要技能。
