Fostering Reflective Skills in Audiology Practice and Education

Reflection is considered a deliberate process of learning from experience with the goal of realizing effective and rewarding patient and personal outcomes. Reflective thinking has become incorporated into clinical practice and education across health-care professions. Facilitators for development of reflection and reflective practice include appropriate timing, a supportive environment, feedback, and mentorship. This article introduces the reader to models and forms of reflection, discusses facilitators and detractors to effective reflection, and reviews critical commentary. The Reflective Journal, 4 Habits of Effective Audiologic Service, and Self Reflection of Learning are three tools that guide students or practitioners in reflective activities.casl1 Johns C. Becoming a Reflective Practitioner. Hoboken, NJ: Wiley Blackwell; 2009 2 Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract 2009; 14: 595-621 3 Kinsella EA. Professional Development and Reflective Practice: Strategies for Learning through Professional Experience. Ottawa, Ontario, Canada: CAOT Publications ACE; 2000 4 Vygotsky L. Thought and Language, revised ed. Cambridge, MA: MIT Press; 1986 5 Knowles MS, Holton EF, Swanson RA. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Burlington, MA: Elsevier; 2005 6 Dewey J. Experience and Education. New York, NY: Simon and Schuster; 1938 7 Clarke B, James C, Kelly J. Reflective practice: reviewing the issues and refocusing the debate. Int J Nurs Stud 1996; 33: 171-180 8 Hubbs D, Brand CF. The paper mirror: understanding reflective journaling. J Experiential Educ 2005; 28: 60-71 9 Clouder L. Reflective practice: realising its potential. Physiother 2000; 86: 517-522 10 McLeod A. An Introduction to Counseling, 4th ed. London, UK: Open University Press; 2009 11 Turock A. Immediacy in counseling: recognizing the client's unspoken messages. Pers Guid J 1980; 59: 168-172 12 Schn DA. The Reflective Practitioner: How Professionals Think in Action. London, UK; 1983 13 Argyris C, Schn DA. Organizational Learning: A Theory of Action Perspective. Reading, MA: Basic Books; 1978 14 Kolb DA. Experiential Learning. Englewood Cliffs, NJ: Prentice Hall; 1984 15 Gibbs G. Learning by Doing: A Guide to Teaching and Learning Methods. London, UK: Further Education Unit; 1988 16 Van Marren M. The Tact of Teaching. New York, NY: State of University of New York Press; 1991 17 Bleakley A. From reflective practice to holistic reflexivity. Stud High Educ 1999; 24: 315-330 18 Rolfe G, Freshwater D, Jasper M. Critical Reflection for Nursing and the Helping Professions: A User's Guide. London, UK: Palgrave Macmillan; 2001 19 Boud D. Using journal writing to enhance reflective practice. New Dir Adult Contin Educ 2001; 90: 9-17 20 Nelson-Jones R. Theory and Practice of Counselling and Therapy, 5th ed. Thousand Oaks, CA: Sage; 2010 21 Kerka S. Journal Writing and Adult Learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University; 1996 22 Frankel RM, Stein T. Getting the most out of the clinical encounter: the Four Habits Model. Permenente J 1999; 3: 79-88 23 Clark J, Maatman C, Gailey L. Moving patients forward: motivational engagement. Semin in Hearing 2012; 33: 35-45 24 Sobral DT. An appraisal of medical students' reflection-in-learning. Med Educ 2000; 34: 182-187 25 Leung D, Kember D. The relationship between approaches to learning and reflection upon practice. Educ Psychol 2003; 23: 61-71 26 Sobrol D. Medical students: reflection-in-learning in relation to approaches to study and academic achievement. Med Tcher 2001; 23: 508-513 27 Sobrol D. Medical students' mindset for reflective learning: a revalidation of the reflection in learning scale. Adv Health Sci Educ 2005; 10: 303-31433pub2912pub