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 Ida Reflective Journal, 4 Habits of Effective Audiologic Service, and Self Reflection of Learning are three tools that guide students or practitioners in reflective activities.
Carol Geltman Cokely and Christine G. DePlacido
Cokely, C., and DePlacido, C. (2012). Fostering Reflective Skills in Audiology Practice and Education. Seminars in Hearing. 33, 65-77.