Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 24 (1) Volume 24, Issue 1, Winter 2004 J Contin Educ Health Prof 2004; 24(1):50-56. INNOVATIONS IN CONTINUING EDUCATION Knowledge translation: the role and place of practice reflection Jocelyn Lockyer, PhD S. Tunde Gondocz, MSc Robert L. Thivierge, MD, FRCPC, FAAP A b s t r a c t Reflection is the mechanism by which we contemplate and try to understand relatively complex and sometimes troubling ideas for which there is no obvious solution. Reflection allows us to transform current ideas and experiences into new knowledge and action. Personal experiences and organizational feedback can trigger reflection, whereas a lack of time, available colleagues, and social networks detract from the ability professionals have to reflect. Educational programs can encourage reflection through the judicious use of case-based discussion, formal and informal needs assessments, and commitment to change exercises. Learning journals and personal learning projects are self-directed methods that facilitate reflection. In the workplace, critical incident techniques and debriefing of cases provide opportunities for thoughtful inquiry. Additional study is needed to understand how and why reflection works to transform surface learning into deep learning and change in practice; how reflection enhances the integration of reading, collegial interchange, and classroom discussion into practice; and how technology can enhance reflection. Lessons for Practice Reflection is the engine that shifts surface learning to deep learning and understanding. Reflection can be triggered by many phenomena. These phenomena may be single incidents, a collection of incidents, or a group of outcomes. Discomfort may be part of the process but is not always the central phenomenon. Continuing professional development providers can build reflective exercises into their curriculum through techniques such as individualized needs assessments, case-based discussions, and commitment to change statements. Reflection can also be facilitated through learning portfolios, the encouragement of personal learning projects, and critical incident analysis in the workplace. MeSH Terms: Education, Medical; Knowledge; Learning; Physician's Role RDRB Key Words: knowledge translation Publication Type: Review
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