Yamuragiye Assumpta, Kinsella Elizabeth Anne
School of Health sciences, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda.
Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Western Ontario London, Ontario, Canada.
Rwanda J Med Health Sci. 2021 Dec 30;4(3):406-411. doi: 10.4314/rjmhs.v4i3.10. eCollection 2021 Dec.
Reflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.
The aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.
Two cases, illustrating critical incidents in the anesthesia clinical teaching environment, were examined to consider how incorporating reflective practice into clinical education can advance knowledge generation in the field.
The two cases studies show how reflective practice can contribute to experiential learning, particularly through reflection on critical incidents.
Reflective practice can help bridge the gap between theoretical knowledge and practice in anesthesia education and practice.
反思性实践是专业实践中知识生成的一个重要方面。通过对行动进行反思，专业人员学会改进他们的实践。通过反思过程，从业者参与理论与实践之间的对话。尽管反思性实践是从经验中学习的重要方法，但其在麻醉临床教育以及广义的麻醉实践中的地位仍不明确。
本文的目的是探讨反思性实践在麻醉临床教育中的作用。
研究了两个案例，这些案例说明了麻醉临床教学环境中的关键事件，以思考将反思性实践纳入临床教育如何能推动该领域的知识生成。
这两个案例研究表明反思性实践如何能促进体验式学习，特别是通过对关键事件的反思。
反思性实践有助于弥合麻醉教育与实践中理论知识与实践之间的差距。
