Elements
Educational theory defines the concept of
reflective practice as enabling the practitioner to access,
understand and learn through his or her personal experiences and
thereby to take appropriate action towards developing increasing
effectiveness.
Elements of this process include critical
appreciation, critical analysis and critical interpretation. For
each of these processes, CPD describes the actions taken to achieve
the learning identified as required; PDPs facilitate systematising
and documenting the processes of reflective practice and critical
appreciation.
Reflection makes it possible to consolidate
knowledge that has been acquired so that it can be enhance the
clinical skills necessary for effective treatment of a patient It
is best done as soon as possible after an educational event. Over
time, this cycle of learning, reflection, application, and review
enables doctors to develop intuitive skills so that less time can
be spent on conscious thinking on what is the best form of
treatment at a particular episode of illness.
For more complicated scenarios, the process of
reflection involves recognition of clinical dilemmas, associating
these with known or unfamiliar other circumstances, consideration
of the possible course of actions, assimilation of the risks
involved, integration of these into the final management plan, and
then examining the intended and unintended consequences of the
treatment provided.
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