The role of reflection in ECPD

Brindley, Joanne

doi:10.1038/bdjteam.2018.27

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…One of the GDC’s aims is to enhance continuing professional development by encouraging registrants to plan CPD by reflection, and the supporting guidance is in keeping with philosophical foundations of reflective practice rather than the provision of a prescriptive framework 22 . It has been recognised that there remains some uncertainty for those who have not had prior experience of reflective practice 23 . The participants in this research confirmed the disconnect between GDC expectations and registrants’ experience.…”

Section: Discussionsupporting

confidence: 64%

Reflect and develop: A pilot study to explore perceptions and to test the impact of a short course on reflective practice amongst dental practitioners undertaking continuing professional

Nasseripour

Gallagher

Ranauta

2021

Eur J Dental Education

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Introduction In 2018, the General Dental Council introduced reflective practice as part of an Enhanced Continuing Professional Development (ECPD) system, mandatory for registrants in the United Kingdom. The aim of this pilot study was to investigate dental professionals’ perceptions and practice of reflection and to explore the benefits of an evidence‐informed reflective practice learning course. Material and methods This study was conducted at two dental schools in the United Kingdom (UK). A short course on reflective practice which included pre‐ and post‐course surveys, using closed‐ and open‐ended questions, was afforded to dental professionals attending Continuing Professional Development (CPD) courses. Quantitative data were analysed using SPSS version 25.0 software, and responses to open‐ended questions were explored by content analysis. Results Fifty‐two dentists attending the short course provided responses; the majority were female (73%, n = 38) and internationally qualified (60%, n = 31). The pre‐course questionnaire revealed that the majority of participants (94%; n = 49) considered reflection as part of their professional practice, with 55% (n = 29) reporting doing so daily. Most (88%; n = 46) had received no formal training. The post‐course questionnaire revealed that 88% (n = 46) found the course useful as it gave a “systematic and schematic” approach enhancing the participants’ understanding of reflective practice. Conclusion The findings suggest that a theoretically informed short course on reflective practice was welcomed by participants who showed a strong interest in learning how to reflect supported by mentors. This pilot provides the basis for further research on reflective practice.

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Section: Discussionsupporting

confidence: 64%

Reflect and develop: A pilot study to explore perceptions and to test the impact of a short course on reflective practice amongst dental practitioners undertaking continuing professional

Nasseripour

Gallagher

Ranauta

2021

Eur J Dental Education

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“…The requirement for health professionals to be able to reflect is framed as being important for practitioner self-awareness and meta-learning, which is thought to make a contribution to ensuring continuous improvement in clinical safety and ultimately patient care (Dube and Ducharme 2015). Indeed, a practitioner's level of self-awareness and their ability to reflect are something that are assessed in fitness to practice proceedings, which are held if there are complaints about dental or medical care (Brindley 2018). It could be argued that this way of framing reflection (and reflective writing) places a significant amount of responsibility for transformative change on the individual practitioner or student, rather than on the healthcare team, institution or system.…”

Section: The Importance Of Arw In Healthcarementioning

confidence: 99%

What Is Good Academic Writing?

2020

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Prior to working in EAP in Higher Education (HE), she taught biology at secondary schools in South Africa, and then TEFL (Teaching English as a Foreign Language) in Poland. She has an interest in supporting student writing within disciplines, and in how writing in the same genre differs in contrasting disciplinary contexts. She has experience of working within, and alongside, the curriculum in HE to enhance student academic writing in dentistry, computing, nursing, media studies and social work.Valentina Brunetto is a Teaching Fellow in Linguistics at the University of Leeds. Her research interests are in the area of generative syntax and language acquisition. Her current research focuses on the processing of anaphoric relations and the interaction between complex syntactic structures and semantic interpretation. She teaches courses in linguistics as well as English for academic purposes.

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“…In Dentistry, the General Dental Council (GDC, 2015) frames reflection as important for ensuring that undergraduate students have self‐awareness and are able to respond to feedback from patients and dental educators in order to continuously improve within their scope of practice. After qualification, the emphasis on reflection remains and is framed as a core aspect of the “plan, do, reflect and record” cycle of self‐directed Continuous Professional Development (CPD) 4 …”

Section: Introductionmentioning

confidence: 99%

A framework for scaffolding academic reflective writing in dentistry

Bowman

2020

Eur J Dental Education

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Introduction Being able to demonstrate reflection on clinical practice is a key competency required of undergraduate dental students and registrants alike. Academic reflective writing (ARW) is an increasingly widely used genre of writing which evidences reflective practice. ARW is complex, as students need to achieve balance from a challenging mix of personal, academic and evaluative writing. The aim of this study is to analyse four student ARW tasks from a UK Dental School in order to make recommendations regarding the systematic development of student ARW through the dental curriculum. Methods In this study, a detailed linguistic analysis of high‐scoring examples of two first year and two fourth year ARW tasks was undertaken, complemented by comments from interviews with markers of the tasks. Results The linguistic analysis of high‐scoring student ARW revealed five consistent reflective aspects common to all tasks, viz description, feelings, analysis, evaluation and conclusion and action planning. Entry‐level and final‐year ARW showed a different balance between reflective aspects. Markers’ expectations in the lower years were found to equate to high‐quality technical reflection, whereas markers in the higher years expected students to have shifted their perspectives to achieve critical reflection. Conclusion Whilst this study is limited in its generalisability due to its small‐scale exploratory nature, it is hoped that the five reflective aspects, and the categories of reflection put forward here will be useful in stimulating discussion about how to scaffold the development of student ARW (and associated reflective thinking) longitudinally through the dental curriculum.

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The role of reflection in ECPD

Cited by 4 publications

References 4 publications

Reflect and develop: A pilot study to explore perceptions and to test the impact of a short course on reflective practice amongst dental practitioners undertaking continuing professional

Reflect and develop: A pilot study to explore perceptions and to test the impact of a short course on reflective practice amongst dental practitioners undertaking continuing professional

What Is Good Academic Writing?

A framework for scaffolding academic reflective writing in dentistry

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