So, I was washing my hair and thinking about the PGCAP (note to self: get life). Specifically I was thinking about our portfolio induction session last week when we were asked to set up this WordPress account and take a look at some examples of how the tool had been used to demonstrate PGCAP learning.
One of my peers on the programme was unfamiliar with reflection and wondered how it could demonstrate learning. Good question.
As an Occupational Therapist reflection is ubiquitous and an essential way of demonstrating learning for the purpose of re-registration. It is embedded in undergraduate programmes and considered an essential skill. But what impact does it have really?
Some will argue that reflection develops insight and facilitates the acquisition of new knowledge. I’d probably agree with this. But does this impact on practice? Does insight change behaviour? Sometimes? Often? Never? Mann, Gordon and MacLcleod (2007) have attempted to answer some of these questions in relation to reflection and reflective practice in health professions education which is very relevant to me, being anoccupational therapist (OT) and a lecturer in occupational therapy. OTs are required to be proficiant reflectors to graduate, and then our eligability to also to remain registered to practice depends on our ability to demonstrate ongoing prfessional development, again through reflection. It’s interesting therefore that Mann et al (2007) find that much of the theoretical tennents of reflective learning have not (yet) been suported through empirical evidence.
This could concern me, if I let it. I choose not to be concerned though, and to take the view that there is enough empirical evidence of reflection as a useful learning strategy for me to commit to it at least tentatively. Intuitively I believe that I do learn from structured reflection and prefer to use a model to help me do this. My own particular concern is that I am not sure to what extent learning through reflection changes my practice. Insight is only part of what is required for change. I think I’d like to understand more about the relationship between reflection, insight and changes to practice. Suggestions for reading/viewing/listening are most welcome.
Right, now to dry my hair. Oh, and mobile blogging is a bit fiddly.
Hi Sarah,
Thank you for making a start with your journal. You raise an important question ‘What do we do with reflection?’. This is something we need to ask ourselves, I think. Do we reflect just to reflect? Or because we have to? Can it become a useful habit or learning tool? What can we do with the knowledge or learning gained through reflection? Is there an opportunity or need even to use this knowledge and apply it to our practice? And if this is the case, how can we do this? Some more things to think about ;o)
Chrissi
ps. You are making effective use of the relevant literature and models can indeed help the process of reflection. We will discuss some of these next week and I think you could briefly share with the group how Gibbs model helps you reflect. Would this be ok? Thank you.
I find reflection is something that I do frequently in my day to day work but only feel it impacts on my practice when there has been a critical incident to reflect upon. Is this proper reflection I ask myself?
When I put pen to paper and write up a reflection for my portfolio the reflective log tends to be focused on some training event I have been on as I am not sure what other types of reflections should be recorded. Either because I have forgotten from my student days what we were taught or because I didn’t grasp the explanation correctly.
Hi Yas, thanks for the comment. Most of these reflections are based on conversations I have had with peers about my teaching that have made me think ‘hmmmmmmmmm’ in some way, and I have been encouraged to find out more. None of them are based on critical incidents. I guess that there is reflection for learning and personal development, which can be about anything at all, but also more pragmatic reflections. These for instance are to allow me to pass this module, others are to ensure I’m meeting the professional requirements of the HPC…… what are yours for? I have found Zoe Parker from COT to be really helpful in discussing lifelond learning and re-registration. She’s on facebook