Abstract
This article was migrated. The article was marked as recommended. Background: In the last decade, reflexivity has emerged as a key concept in family medicine, as evidenced by its increasing integration in competency statements and frameworks in the field. However, the concept of reflexivity is inconsistent and ill-defined in medical education literature, with variable purposes and associated processes, which is an important barrier to learning and implementing reflective practices. This project built on the results of a rapid review to develop an educational tool supporting the learning and teaching of reflexivity in family medicine. Methods: We conducted a rapid review of quantitative, qualitative and mixed studies relating to reflexivity in family medicine between May 2007 to May 2017 in PubMed, Embase, PsychInfo, CINHAL, ERIC and Education Source. Two reviewers independently identified, selected and reviewed studies. Results of the review were used to frame the content of the tool. Results: Our research strategy initially identified 810 studies, from which 65 studies were retained for analysis. The different conceptions of reflexivity encountered in the included studies were analyzed using thematic analysis. Four conceptions of reflexivity (i.e. clinical, professional, relational and social reflexivity), with related definitions, goals and processes were identified in the included studies and were used as a basis to develop the Reflexivi-Tool. Conclusion: There is a need to provide clear guidelines regarding the purpose and process of reflexivity, as well as better equipping mentors so they can better facilitate these kinds of skills. Based on a rapid review, this study has allowed the development of a tool that presents and clarifies four main types of reflexivity for medical practice in a concise and user-friendly way. Tools such as Reflexivi-Tool are crucial to support reflective processes that target different dimensions of professionalism.
Highlights
In the last decade, reflexivity has emerged as a key concept in family medicine, as evidenced by its increasing integration in competency statements and frameworks in the field
Reflexivity, reflection and reflective practice are concepts promoted in a wide variety of competency statements at all levels of medical education, both nationally and internationally
Reflexivity is an essential competency of clinicians allowing continued improvement and adaptation of practice in a constantly evolving healthcare system (Mann, Gordon and MacLeod, 2009; Sandars, 2009; Wald and Reis, 2010; Menard and Ratnapalan, 2013)
Summary
Reflexivity has emerged as a key concept in family medicine, as evidenced by its increasing integration in competency statements and frameworks in the field. The concept of reflexivity is inconsistent and ill-defined in medical education literature, with variable purposes and associated processes, which is an important barrier to learning and implementing reflective practices. This project built on the results of a rapid review to develop an educational tool supporting the learning and teaching of reflexivity in family medicine. Reflexivity is conceived as a cross-cutting competence that enables health care providers to build new knowledge repertoires from their experiences, to deal with complex and unusual situations in their practice, and to adapt to changes in the health system by promoting continuous learning and adaptation (Mann, Gordon and MacLeod, 2009; Sandars, 2009; Wald and Reis, 2010; Menard and Ratnapalan, 2013). The ability to think critically and learn from experience is described by Mann, Gordon and MacLeod (2009) as a key element that differentiates the novice from the expert in medical practice and the exercise of his clinical reasoning
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