TY - JOUR
T1 - Educational strategies to enhance reflexivity among clinicians and health professional students
T2 - A scoping study
AU - Landy, Rachel
AU - Cameron, Cathy
AU - Au, Anson
AU - Cameron, Debra
AU - O’Brien, Kelly K.
AU - Robrigado, Katherine
AU - Baxter, Larry
AU - Cockburn, Lynn
AU - O’Hearn, Shawna
AU - Oliver, Brent
AU - Nixon, Stephanie A.
N1 - Publisher Copyright:
© 2016, Inst. fur Klinische Psychologie und Gemeindepsychologie. All rights reserved.
PY - 2016/9
Y1 - 2016/9
N2 - Reflexivity involves the ability to understand how one’s social locations and experiences of advantage or disadvantage have shaped the way one understands the world. The capacity for reflexivity is crucial because it informs clinical decisions, which can lead to improvements in service delivery and patient outcomes. In this article, we present a scoping study that explored educational strategies designed to enhance reflexivity among clinicians and/or health profession students. We reviewed articles and grey literature that address the question: What is known about strategies for enhancing reflexivity among clinicians and students in health professional training programs? We searched multiple databases using keywords including: reflexivity, reflective, allied health professionals, pedagogy, learning, and education. The search strategy was iterative and involved three reviews. Each abstract was independently reviewed by two team members. Sixty-eight texts met the inclusion criteria. There was great diversity among the educational strategies and among health professions. Commonalities across strategies were identified related to reflective writing, experiential learning, classroom-based activities, continuing education, and online learning. We also summarize the 19 texts that evaluated educational strategies to enhance reflexivity. Further research and education is urgently needed for more equitable and socially-just health care.
AB - Reflexivity involves the ability to understand how one’s social locations and experiences of advantage or disadvantage have shaped the way one understands the world. The capacity for reflexivity is crucial because it informs clinical decisions, which can lead to improvements in service delivery and patient outcomes. In this article, we present a scoping study that explored educational strategies designed to enhance reflexivity among clinicians and/or health profession students. We reviewed articles and grey literature that address the question: What is known about strategies for enhancing reflexivity among clinicians and students in health professional training programs? We searched multiple databases using keywords including: reflexivity, reflective, allied health professionals, pedagogy, learning, and education. The search strategy was iterative and involved three reviews. Each abstract was independently reviewed by two team members. Sixty-eight texts met the inclusion criteria. There was great diversity among the educational strategies and among health professions. Commonalities across strategies were identified related to reflective writing, experiential learning, classroom-based activities, continuing education, and online learning. We also summarize the 19 texts that evaluated educational strategies to enhance reflexivity. Further research and education is urgently needed for more equitable and socially-just health care.
KW - Health professional education
KW - Practicing health professionals
KW - Reflexivity
KW - Scoping study
UR - http://www.scopus.com/inward/record.url?scp=84989187857&partnerID=8YFLogxK
M3 - Journal article
AN - SCOPUS:84989187857
SN - 1438-5627
VL - 17
JO - Forum Qualitative Sozialforschung
JF - Forum Qualitative Sozialforschung
IS - 3
M1 - 14
ER -