What is reflection? A conceptual analysis of major definitions and a proposal of a five‐component model. Issue 12 (December 2014)

• Record Type: Journal Article
• Authors: Nguyen, Quoc Dinh; Fernandez, Nicolas; Karsenti, Thierry; Charlin, Bernard
• Is Part Of: Medical education. Volume 48:Issue 12(2014)
• Page Start: 1176
• Page End: 1189
• Publication Date: 2014-12
• Subjects: Medical education -- Periodicals; Medical education -- Great Britain -- Periodicals; 610.7
• DOI: 10.1111/medu.12583
• Languages: English
• ISSNs: 0308-0110

Abstract

<abstract abstract-type="main" id="medu12583-abs-0001"> <title> <x xml:space="preserve">Abstract</x> </title> <sec id="medu12583-sec-0001" sec-type="section"> <title>Context</title> <p>Although reflection is considered a significant component of medical education and practice, the literature does not provide a consensual definition or model for it. Because reflection has taken on multiple meanings, it remains difficult to operationalise. A standard definition and model are needed to improve the development of practical applications of reflection.</p> </sec> <sec id="medu12583-sec-0002" sec-type="section"> <title>Objectives</title> <p>This study was conducted in order to identify, explore and analyse the most influential conceptualisations of reflection, and to develop a new theory‐informed and unified definition and model of reflection.</p> </sec> <sec id="medu12583-sec-0003" sec-type="section"> <title>Methods</title> <p>A systematic review was conducted to identify the 15 most cited authors in papers on reflection published during the period from 2008 to 2012. The authors' definitions and models were extracted. An exploratory thematic analysis was carried out and identified seven initial categories. Categories were clustered and reworded to develop an integrative definition and model of reflection, which feature core components that define reflection and extrinsic elements that influence instances of reflection.</p> </sec> <sec id="medu12583-sec-0004" sec-type="section"> <title>Results</title> <p>Following our review and analysis, five core components of reflection and two extrinsic elements were identified as characteristics of the reflective thinking process. Reflection is defined as the process of engaging the <italic>s</italic>elf (S) in <italic>a</italic>ttentive, <italic>c</italic>ritical, <italic>e</italic>xploratory and <italic>i</italic>terative (ACEI) interactions with one's <italic>t</italic>houghts and <italic>a</italic>ctions (TA), and their underlying <italic>c</italic>onceptual <italic>f</italic>rame (CF), with a view to changing them and a <italic>v</italic>iew on the <italic>c</italic>hange itself (VC). Our conceptual model consists of the defining core components, supplemented with the extrinsic elements that influence reflection.</p> </sec> <sec id="medu12583-sec-0005" sec-type="section"> <title>Conclusions</title> <p>This article presents a new theory‐informed, five‐component definition and model of reflection. We believe these have advantages over previous models in terms of helping to guide the further study, learning, assessment and teaching of reflection.</p> </sec> </abstract>