Through the looking glass: a review of the literature surrounding reflective practice in dentistry

Abstract

Reflection is an essential component of the learning process that helps to elicit deeper learning. In healthcare, this uses experiential activities to produce knowledge that compels the clinician to change their practice. Deep reflection allows one to explore emotions associated with challenging learning experiences, empowering reinterpretation of these experiences and removing barriers to further learning. Reflection is a key requirement of dental education at all stages. This paper aims to explore the existing literature on reflective practice in dentistry and identify areas for further research to improve reflective practice within dentistry. Traditional methods of reflecting through written means are not facilitating the deep reflection which is desired. A systematic overhaul of reflective practice is suggested, involving a shift away from structured written reflections. There is little evidence to inform the most appropriate format for reflective practice in dental education. There is a need for further research to determine the effectiveness of reflective practice in dental education, particularly as a move away from structured written reflection to more creative reflective opportunities are encouraged. Greater exploration of barriers to reflection in dentistry is indicated, with consideration to how these may be overcome and a need to engage regulatory bodies in system-wide changes.

Co-creation to Develop Interventions to Facilitate Deep Reflection for Dental Students

“…A recent literature review highlighted the need for a systematic overhaul of current methods of facilitating reflective practice in dentistry [10]. Furthermore, qualitative research by this team has demonstrated that the use of a written clinical logbook (Figure 1) to engage undergraduate dental students in deep reflection is unhelpful [11].…”

Development and acceptability of the person‐centred observation and reflection tool for supporting staff and practice development in dementia care services

“…This could be used to develop their own practice as well as to identify evidence‐based care improvements to inform care planning and practice for individual residents. Reflection is an established approach to learning (Campbell & Rogers, 2022; Moon, 2004; Schon, 1991) and the development of individual practice across a range of sectors (Kraft et al, 2021). Reflection with a mentor or supervisor is a well‐established mechanism for personal development and support within health and care services but is relatively unexplored in the context of delivery and embedding of person‐centred dementia care (Edgar et al2023).…”

“I think that comes with experience”: A thematic analysis exploring how dental students at a transitional stage of training understand and engage with reflection

“…A key aspect of transitional stress at this stage has been related to unfamiliarity with clinical settings and lack of knowledge reported by students 14 . Deep reflection could play an important role in helping dental students to navigate this transition 15 . There are however suggestions that deep reflection is not well supported in current dental curricula 15,16 .…”

“…Deep reflection could play an important role in helping dental students to navigate this transition 15 . There are however suggestions that deep reflection is not well supported in current dental curricula 15,16 . Much of what dental students learn may relate to their observations of the clinical culture, including interactions of staff and other students with their patients and clinical tasks 17 .…”

“…15 There are however suggestions that deep reflection is not well supported in current dental curricula. 15,16 Much of what dental students learn may relate to their observations of the clinical culture, including interactions of staff and other students with their patients and clinical tasks. 17 While there can be advantages to this "hidden curriculum" it can also lead to the perpetuation unhelpful or outdated attitudes 18 which could have a detrimental impact on learning.…”