Sow Chew-Fei, Rasiah Supathiratheavy, Er Hui Meng
Clinical Skills Department, International Medical University, 126 Jalan Jalil Perkasa, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.
Public Health & Comunity Medicine Department, International Medical University, 126 Jalan Jalil Perkasa, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.
Med Sci Educ. 2024 Sep 24;35(1):503-507. doi: 10.1007/s40670-024-02173-y. eCollection 2025 Feb.
Faculty training in reflective practice is essential, given the importance of this skill for health professionals. There are several reflective practice frameworks available; however, facilitators' experiences with these frameworks vary depending on the learning context (i.e. various types of teaching and learning activities). This commentary discusses the practicality of four reflective learning frameworks, i.e. Kolb's experiential learning framework, Gibbs' reflective cycle, Schön's reflective practice model, and the "What" model. Integrating the "What" model into the Gibbs' reflective cycle or Kolb's experiential learning framework is recommended to enhance learners' comprehension and application of the reflective process through a simple and practical approach.
鉴于反思性实践技能对卫生专业人员的重要性，教师培训至关重要。有几种反思性实践框架可供使用；然而，促进者在这些框架中的经验因学习环境（即各种类型的教学活动）而异。本评论讨论了四种反思性学习框架的实用性，即科尔布的经验学习框架、吉布斯的反思循环、舍恩的反思实践模型和 “What” 模型。建议将 “What” 模型整合到吉布斯的反思循环或科尔布的经验学习框架中，通过一种简单实用的方法来提高学习者对反思过程的理解和应用。
