Wald Hedy S
a Warren Alpert Medical School of Brown University , USA.
Med Teach. 2015 Jul;37(7):696-699. doi: 10.3109/0142159X.2015.1029897. Epub 2015 Apr 21.
Reflection is core to professional competency and supports the active, constructive process of professional identity formation.
Medical educators thus grapple with operationalizing and effectively integrating reflection as a foundational construct within health care professions education and practice.
Core elements of reflection including role of emotions and awareness of self, other and situation, do not appear within various working definitions of reflection.
This observation as well as noted recent shift in medical education toward emphasis on the "being" as well as "doing the work" of a physician led to the author's proposed refining of Sandars' reflection definition and expansion of Nguyen et al.'s reflection model.
A refined reflection definition is offered for a more inclusionary approach. A caveat regarding potential for expected reflective learning outcomes (given reflection as a process) is provided and the integral role of mentor-enhanced reflection is discussed. Reflection as a continuum is highlighted and exemplified within Wald et al.'s REFLECT rubric and Nguyen et al.'s reflection model.
反思是专业能力的核心，并支持专业身份形成的积极、建设性过程。
因此，医学教育工作者努力将反思作为医疗保健专业教育和实践中的一个基础结构进行操作化并有效整合。
反思的核心要素，包括情感的作用以及对自我、他人和情境的认知，并未出现在反思的各种工作定义中。
这一观察结果以及近期医学教育中向强调医生的“存在”以及“从事工作”的转变，促使作者提议完善桑德尔斯的反思定义，并扩展阮等人的反思模型。
提供了一个经过完善的反思定义，以采用更具包容性的方法。针对预期反思学习成果（鉴于反思是一个过程）的可能性给出了一项告诫，并讨论了导师强化反思的不可或缺作用。反思作为一个连续体在瓦尔德等人的REFLECT量规和阮等人的反思模型中得到了突出和例证。
