Posted at 12.31.2018
Wong described reflection on action to take place at various levels, which range from the superficial level to the critical reflective research level. Boyd and Fales referred to representation on action to focus more on self-development in terms of knowledge and beliefs. They then described their premise by stating that an individual doesn't invariably see more through reflection, but views issues from different perspectives. Reflection on previous activities is a required skill because a student can put it to use to develop increased information as a physician. The technique of past reflection involves the evaluation of previous options and views, which is exemplified in Gibbs' five step reflective cycle (1988). This series of steps investigates the individual's thought processes and how they could be altered to improve judgement and understanding in medical practice. Kolb (1984) stated that through the reflection or 'relearning' of experience a practitioner can gain an increased degree of understanding and effectiveness in that particular area.
Self-reflection also refines personal views and behaviour by contemplating "beliefs and behaviour. In medical trainees, ideals and attitudes are heavily affected by a process of socialization caused by an organization or cultural energetic" (Branch, 2005). Understanding and empathising with a patient can vary regarding to differing ethnical backgrounds and the socio-economic category, so continual conversation and representation can help make an undergraduate medical college student for the confronting world which practices graduation. Branch (2005) continues to explain that representation in the form of writing, supports the progression and augmentation of emotional activities affecting life and fatality. To have past thoughts and views recorded in wording is important in defining personal development throughout the undergraduate period and into professional life. Undergraduate medical students and medical practitioners are positioned in very psychologically and physically demanding situations such as critical good care and long surgery. Reflective writing helps as a kind of stress control and expressing one's self applied and allows the discharge of some of the mental burdens.
Reassessing personal capability to identify talents and weaknesses, and use them for personal improvement, is a key benefit for the self-reflective process. Epstein and Hundert (2002) found that after determining the exact talents and weaknesses, a learning plan could be carried out to improve learning and maximise efficiency. With the great quantity of knowledge to be received in the undergraduate medical course, any approach to studying which is effective to the college student must be considered and integrated in the analysis plan.
Greenwood (1993) defined reflection doing his thing as process where people use their experience and judgement to analyse what they are doing whilst they may be carrying it out. To step again and critically look at one's responses to what is happening can provide a student with a much wider and clearer view of the situation. The consequent decision making process can be better considered and much more impersonal, allowing the undergraduate learner to make more refined judgements in medical practice. It involves representation before and during action, an activity which can be applied by the scholar in a wide range of situations through the undergraduate period and within a future career in medicine.
Eva and Regehr (2005) highlighted the point that "representation used is a considerably more important system for ensuring safe and effective performance". As representation in action is required for ongoing professional development and general safety, the process of reflection gives the student a heightened mental knowing of the context of action. When confronted with difficult moral and administrative decisions associated with medication or surgery, hook falter in mental understanding at the wrong time can cause disastrous results for the student/professional practitioner and the individual. Maintenance of the student's mental health is also an important part of representation in action, as compounding stresses can lead to physical exhaustion and mental instability. Beonink (2004) described the correlation between student fatigue and reflective ability when he conducted his review of 195 fourth calendar year medical students.
Reflection may be used to analyse educational or mental experience and process them in such a way a medical student can effectively learn from that experience. Branch and Paranjape (2002) mentioned that if representation is undertaken by an undergraduate university student, then it can promote expansion "morally, individually, psychologically, and psychologically as well as cognitively". Psychological development in the college student influences both worth and behaviour towards many controversial medical issues such as cloning, stem cell research, structure transplantation and surrogate motherhood. For instance, the reflective process can assist the undergraduate student's understanding and ability to remain neutral when a patient insists on refusing cure because of personal or religious commitments. The methodology towards learning is also aided through the cognitive development of the college student.
A analysis conducted by Mamede and Schmidt (2005) outlined the current structure within health professionals in which the use of reflective practice decreased with years of medical practice. Possible explanations for this will be the more experienced medical researchers using reflection solely on new or intricate problems. A person increases more experience by encountering familiar problems regularly, however when the reasoning and mindset becomes too programmed and habitual, a momentary lapse of judgement may lead to a devastating situation. Regular use of reflective practice boosts consciousness for patient centred care.
But it should also be observed that
Teamwork is a simple part of modern medicine and reflective practice takes on an important role within the foundations of teamwork. Branch (2005) shows that reflection in a team does not only benefit the individual but the complete group. The team all together can improve in efficiency, communication, provide support for just one another and help specify team path in conditions of patient attention. Reflective group work is also mixed up in discussion and reviews from mentors and personnel. As they have more experience than an undergraduate student, experienced practitioners can share tales and anecdotes which can be valuable to the inexperienced undergraduate students. Group representation is also relevant beyond the undergraduate medical course because of the network of clubs which function along in every health professions.
The evolving meaning of 'reflective practice', and its increasing value, are changing how undergraduates and health professionals must approach and learn about medical practice. Kanthan and Senger (2011) found that "reflective practice is becoming mandatory in lots of the licensing and re-validation procedures Therefore, it is imperative that early on and repeated practice to obtain competency in this skill is explicitly included in the curriculum in the early years of undergraduate medical education. " Personal profile writing and other reflective jobs have become essential for undergraduate students in medical institutions and centres around the world, in the anticipation that an period of reflective health practitioners can be created.
For some personalities, reflective practice can likewise have negative implications. Bound and Walker (1998) mentioned that reflection on action is a very thought powered process and may sometimes be confusing if an undergraduate learner demonstrates without learning from the knowledge or displays without the correct thought functions. Internal turmoil can also effect because of clashing personal principles and values. Students may lose view of the true aim of reflective practice and its benefits. It becomes a mindless and boring encumbrance where students use a intensifying checklist to triumph over reflection as an obstacle, alternatively than dealing with the significant personal concerns and questions. Time is a constraining element in the education associated with an undergraduate medical college student, and the many areas which require reflection are relatively time consuming. If representation is not used effectively or within the correct context doing his thing and on action, then it is unnecessarily eating valuable time which could be better spent on studying or for patient attention.
Reflective practice includes and includes many aspects of the undergraduate medical course and beyond in future professional life. The study quoted above indicates that, when used correctly, reflective practice offers an undergraduate college student the tools required to become a skilled reflective physician. The possible down sides of reflection seem insignificant in comparison with the bigger picture of all the positive effects. In summation, reflective practice is an important attribute since it allows an undergraduate medical pupil to make better informed decisions, study from his/her own errors and from the prior connection with others, and keep maintaining good physical and mental health.