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Table 2 Theories and models referred for implementation - iterative stages of reflection

From: A systematic scoping review of reflective writing in medical education

Author

Process of reflection

Description of event

Deconstructing event

Learning outcomes

Framing

Schon's Reflection-in-Action and Reflection-on-Action [4]

Knowing in action, Reflection-in-action, Reflection-on-action

 

Argyris and Schon's Organisational Learning [89]

Single and Double loop learning

 

Gibbs' Reflective Cycle [73]

Description

What happened?

Evaluation

What was good and bad about the experience?

Action Plan

If it arose again, what would you do?

 

Feelings

What were you thinking and feeling?

Analysis

What else can you make of the situation?

Conclusion

What else could you have done?

Kolb’s Learning Cycle [5]

Concrete experience

Doing/ having an experience

Reflective observation

Reviewing/ reflecting on experience

Abstract conceptualisation

Concluding/ learning from experience

 

Active experimentation

Planning/ trying out what you have learned

Kim’s Critical Reflective Inquiry [85]

Description of situation

Reflection and analysis of situation

Critical phase focused on correcting ineffective practice and moving to changed perspectives and actions

 

Boud's Reflection Model [6]

Experience

Behaviour

Ideas

Feelings

Reflective process

Returning to experience

Attending to feelings

Re-evaluating experience

Outcomes

New perspectives

Change in behaviour

Readiness for application

Commitment to action

 

Griffiths and Tann's 5 Level Model of Reflection [75]

Action

Rapid reaction (immediate)

Analysis

Review (after the event)

Planning

Retheorize/ reformulate (formal and rigorous appraisal)

 

Observation

Repair (momentary)

Evaluation

Research (systematic)

Mamede and Schmidt's 5-Factor Model of Reflective Practice [90]

Reporting

What were your feelings and responses to the situation?

Relating

Are there any connections between this event and your past experience and understanding?

Reconstructing

In the future, can you develop some action plans based on this event?

 

Reasoning

Can you analyse more about the event? Did you find any significant factors underlying this clinical encounter?

Reflecting

Can you give some feedback on this debriefing?

Ryan’s 4Rs of Reflection [91]

Reporting

What happened?

Relating

Have I seen this before?

Were the conditions same or different?

Do I have the skills or knowledge to deal with this?

Reconstructing

How would I deal with this next time?

What might work and why?

What might happen if…?

Are my ideas supported by theory?

 

Reasoning

Factors underlying issue

Why they are important

Refer to relevant theory

Consider different perspectives

Beauchamp's Integrative Framework [92]

Examining

Thinking and understanding

Developing and transforming

Concerning a particular object, and in view of achieving a particular goal, or rationale

Problem solving

Analysing

Evaluating and/ or constructing

Pearson and Smith's Debriefing [88]

Log

What happened?

Diary

How do you feel?

Journal

What does it all mean?

 

Johns' Model of Structured Reflection [84]

Description of experience

Phenomenon

Describe the ‘here and now’ experience

Reflection

What was I trying to achieve?

Why did I intervene/ react as I did?

What were the consequences of my actions?

How did I feel about this experience?

How did the other person feel? How do I know how the other person felt?

Learning

What other choices did I have

What would be the consequences

how do i feel now

how have i made sense of this experience

how has this experience changed my ways of knowing

 

Influencing factors

Internal factors

External factors

Sources of knowledge

Koole et al.'s 'Eclectic' Model [74]

Reviewing the experience

Adequate description of an event

Identify essential elements and describe own thoughts and feelings

Critical analyses

Searching questions

Frames of reference

Reflective outcome

Conclusions

Concrete learning goals

Plans for future actions

 

Dewey’s 5 Phases [2]

Disturbance and uncertainty

Studying conditions of situation and formation of working hypothesis

Testing hypothesis in action

 

Intellectualisation and definition of problem

Reasoning

Atkins and Murphy's Model of Reflection [93]

Identify and learning

Analysis

  

Awareness of discomfort or action or experience

Evaluate

Describe the situation

Roskos et al.'s Reflection and Learning [86]

Describe an activity

Interpret activity

Critique activity

 

Evaluate activity

Mezirow’s Transformative Learning [77]

Disorienting dilemma

Critical assessment of assumptions

Exploration of new roles, relationships and actions

 

Self-examination with feelings

Recognition of one’s discontent

Planning a course of action

Acquiring knowledge and skills for implementing plans

Provisional trying of new roles

Building competence and self confidence in new roles

Reintegration of new perspectives

Ash and Clayton's DEAL Model [80,81,82,83]

Describe

Factual overview

5 senses

Examine

Articulate learning

What was learned?

How it was learned?

Why is it important?

How learning can be applied to future practices?

 

Korthagen's ALACT Model of Reflection [78]

Acting

Awareness of essential aspects

Creating alternative methods of action

 

Looking back on action

Trial

McLeod's 9 Steps of Reflection [79]

Readiness to be open

Recognising personal influences

Responding by making appropriate changes

 

Recalling situation

Reflecting on experiences from other’s perspectives

Remembering benefits of learning

Reviewing

Relating to relevant reading

Re-appraising relevance

Bass et al.'s Model of Holistic Reflection [76]

Self awareness

Reflection

Thoughts and feelings

Learning

Synthesis/ action

 

Description

Influences

Evaluation

Analysis/ conclusions

Carver and Scheier's Model of Behavioural Self-Regulation [94]

   

Context of goals wished to pursue

Grant's Life Coaching [95]

   

Context of goals wished to pursue

Burnham's GGRRAAACCEEESSS Model [87]

   

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