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 | Â | ||
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? | Â |
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) | Â |
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? | Â |
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 | ||||
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? | Â | |
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 | Â |
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] | Â | Â | Â | Context of goals wished to pursue |
Grant's Life Coaching [95] | Â | Â | Â | Context of goals wished to pursue |
Burnham's GGRRAAACCEEESSS Model [87] |  |  |  | Gender, geography, race, religion, age, ability, appearance, class, culture, ethnicity, education, employment, sexuality, sexual orientation and spirituality |