Reflective practice

Dr John Mahoney
Learning Design
15
 m
UKPSF Dimensions

Teach and/or support learning

How students learn, both generally and within their subject/disciplinary area(s)

What can I do?

Impact
2
Quality
3
  • Use reflections over extended periods (8 or more weeks)
  • Have students provide feedback to each other when reflecting
  • Use online forums, case conferences, concept maps, and structured questions to get students to reflect

What is this about?

Reflective practice in higher education refers to the process of critically examining and thinking about one's own experiences, actions, and decisions in order to learn and grow. Reflective practice can involve a variety of activities, such as keeping a journal, writing essays or reports, participating in group discussions, or engaging in self-assessment. The goal of reflective practice in higher education is to help students develop critical thinking skills, improve their understanding of themselves and the world around them, and enhance their personal and professional development. Reflective practice can be an important part of many higher education programs, and can be facilitated through the use of reflective assignments, activities, and assessments.

What's the evidence say?

Reflective practices have been shown to have a moderate effect on learning (➕➕➕➕) 1. Further, research with healthcare professionals (including students) shows that reflective practice improves diagnostic decision making (➕➕➕➕) 2. The effect of reflective practices on learning is greater when students engage in reflective practices for 8 or more weeks (➕➕➕), they reflect using discussion forums, present at case conferences, and create concept maps ➕➕➕, and they discussed their experiences with their peers  (➕➕➕➕) 1. Regarding diagnostic decision making, reflective practices are more effective when students reflect using structured questions and prompts (➕➕➕) 2.

What's the underlying theory?

Gibb's reflective cycle is a model of reflection that was developed by David A. Gibbs in 1988. It consists of six stages, including:

  1. Description: Describing the experience or situation
  2. Feelings: Examining one's emotions and feelings about the experience
  3. Evaluation: Assessing the positive and negative aspects of the experience
  4. Analysis: Analysing the experience and considering the various factors that contributed to it
  5. Conclusion: Drawing conclusions from the analysis and considering what could be done differently in the future
  6. Action plan: Developing a plan for how to apply this learning in the future

Gibb's reflective cycle can help explain the effect of reflective practice on student outcomes in higher education by providing a structured process for students to reflect on their own experiences and learning. By going through each of the six stages, students can develop critical thinking skills, improve their understanding of themselves and the world around them, and enhance their personal and professional development

While Gibb's reflective cycle is a mode, there are several theories that help explain the effects of reflective practice on student outcomes in higher education. Experiential learning theory suggests that learning through direct experience and reflection is more effective than learning through passive observation, and that reflection is an important part of the learning process. For example, if a student is asked to complete a clinical placement in a hospital setting, they might be asked to reflect on their experiences in a journal or through group discussions. This reflective process can help the student make connections between their experiences and their learning, and can facilitate a deeper understanding of the material.

Social cognitive theory emphasises the role of cognitive and social factors in learning and motivation, and suggests that reflective practice can help students develop critical thinking skills and a sense of self-efficacy. For example, if a student is asked to write a reflective essay on a particular topic, they might be asked to consider different perspectives, evaluate the strengths and weaknesses of different arguments, and draw their own conclusions. This reflective process can help the student develop critical thinking skills and a sense of self-efficacy, as they are able to take ownership of their own learning and think more independently.

Self-determination theory suggests that people are more motivated and engaged when they feel a sense of autonomy and control over their own learning, and that reflective practice can help students take ownership of their own learning and development. For example, if a student is asked to complete a reflective assignment on a particular topic, they might be given the freedom to choose their own focus or approach, or to use a variety of different resources and methods. This sense of autonomy and control can help the student feel more motivated and engaged in their learning, as they are able to take ownership of their own development.

Where does the evidence come from?

This evidence summary is based on two meta-analyses. The first explored reflective practices in higher education 1. This meta-analysis included experimental and quasi-experimental research, included 23 primary studies, had a low heterogeneity score, included students from a number of disciplines and backgrounds, and reported a low-risk of publication bias (fail-safe N = 1015). For these reasons, this study was rated as high-quality (➕➕➕➕➕). The second study explore diagnostic decision making in healthcare professionals, including students 2. The paper included controlled studies, analysed 44 primary papers, reported low heterogeneity, and included a number of healthcare professions (from students to specialists). No publication bias calculations were conducted. Regardless, this quality of this meta-analysis is still rated high (➕➕➕➕).

References

1 Guo, L. (2022). How should reflection be supported in higher education? A meta-analysis of reflection interventions. Reflective Practice, 23(1), 118-146. https://doi.org/10.1080/14623943.2021.1995856‍

2 Prakash, S., Sladek, R. M., & Schuwirth, L. (2019). Interventions to improve diagnostic decision making: A systematic review and meta-analysis on reflective strategies. Medical Teacher, 41(5), 517-524. https://doi.org/10.1080/0142159X.2018.1497786

Additional Resources

Fragkos, K. C. (2016). Reflective Practice in Healthcare Education: An Umbrella Review. Education Sciences, 6(3), 27. https://www.mdpi.com/2227-7102/6/3/27

Dr John Mahoney

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