Hi Sandra, I really appreciate your response on this subject. I feel very strongly about the relevance of reflective practice particularly with health professional education such as pharmacy. I agree that there is a reluctance to expose one's shortcomings in the reflective process, but reflection does not necessarily look at weaknesses and how one overcomes them. The process can also focus on one's strengths and skills in overcoming a barrier. Some researchers believe that if you don't reflect on a learning context, you have not learned effectively. I understand that there is a plethora of information on reflection and reflective practices in nursing, however there is limited information in pharmacy. I am currently developing tutorial modules to enhance reflective practices in pharmacy education and as this information is scant in pharmacy, I am now extending my research to other health professional education models, which have been established. Once again thank you for your feedback.

I do some work with Health Informatics students with reflective practice using models I have developed with information students. The work is based on two papers I have one in Library Management, and one in Education for Information.

Thanks Barbara

Hi Cherie, there is a lot of work in relation to reflection, reflective practice and reflective writing in nursing, but much of this is presented as a 'thread' across other modules, rather than as an independent or stand alone module. I have taught aspects of all of the above variants on reflection for different groups, including nurses, dental therapists and physiotherapists, but these are typically either lecture sessions or face to face (group or one on one) refective de-briefing for students working in clincal settings.

What aspects in particular are you looking for? I think that refelection is a core aspect of all professional practice, but there is often a negative response, with a degree of reluctance to expose one's potential shortcomings if this is seen as an aspect of evaluation or assessment, as opposed to a learning opportunity.

Hi Sandra, I really appreciate your response on this subject. I feel very strongly about the relevance of reflective practice particularly with health professional education such as pharmacy. I agree that there is a reluctance to expose one's shortcomings in the reflective process, but reflection does not necessarily look at weaknesses and how one overcomes them. The process can also focus on one's strengths and skills in overcoming a barrier. Some researchers believe that if you don't reflect on a learning context, you have not learned effectively. I understand that there is a plethora of information on reflection and reflective practices in nursing, however there is limited information in pharmacy. I am currently developing tutorial modules to enhance reflective practices in pharmacy education and as this information is scant in pharmacy, I am now extending my research to other health professional education models, which have been established. Once again thank you for your feedback.

I also have practical workshop materials.

That also sounds interesting!

I teach the concepts of reflective practice in our Teaching and Physical Therapy course in our DPT curriculum. I have also done numerous workshops for physical therapists, physicians, and nurses. My personal slant is to provide theory to give students a framework for reflective practice. Discuss and practice the development of questions to facilitate both the breadth and depth of reflective practice, and then apply it to clinical courses where the students find the most relevance.

Thanks Margaret for that feedback

I agree with Margaret that a useful way to teach reflection is to provide an opportunity to reflect. I taught a first year allied health subject that incorporated a service learning module. In this subject I taught reflective practice in lectures and tutorial sessions, provided exemplars of written reflections, encouraged students to also reflect with their peers and then required them to reflect on any component of their service learning experience. Interestingly, these reflections were often very powerful with the students displaying high levels of insight into their attitudes and assumptions about others as well as their motivations for undertaking a career in allied health.

Thanks Narelle. I appreciate that feedback. I am currently incorporating all those aspects into pharmacy curricula for the first time this year.

Hello Cherie. I am doing research work to develop resources for reflective practice for the legal profession. Although I cannot specifically assist in your area, it would be very helpful to connect off-line. (I am currently in Australia where I was a Visiting Fellow at ANU Faculty of Law for a short while.) I have been very impressed with the work of Dr. Anne Kinsella at UWO in Ontario, Canada and the OWL website that was created for health profession practicums through that university.

Hi CCherie

I am currently using Schoen's model of reflection on teaching and in teaching to help third year residents learn to analyze and evaluate confidence in dealing with specific situations in residency education.

Hi Francine,

That is very interesting. I have just integrated a model at The University of Sydney for use in pharmacy education.

There are some jobs that might be of use to you, I will gladly send you the link.

Chapter Methodological process to diagnose self-care of the teacher's health

Chapter FUNDAMENTALS OF THE PREPARATION FOR THE SELF-CARE OF TEACHERS 'HEALTH

Chapter Quality of life and education in the knowledge society