Reflective Practice Research Articles

Women Leading in the Third space

As Third Space educators, we work at the "interface between professional and academic activity" (Whitchurch, 2013, p. 55). Career progression in the Third Space is less defined and structured compared to traditional academic progression. This lack of structure and definition, paired with women being more likely to move into Third Space roles, contributes to women being underrepresented in senior leadership roles in university settings (Denney, 2021). Being in this less understood space may also result in feelings of isolation and disconnect, particularly with the rise of remote work. This adds to the difficulties of staying abreast of the complexity of higher education, continuous evolution of technologies (generative AI), and diverse student needs. These factors demand that practitioners continually update their expertise and career profiles. LinkedIn is a platform for professional networking, collaborative learning space for career development, and supports over one billion users with features such as LinkedIn Learning, versatile profiles, and AI-driven career advice (LinkedIn, 2024). For Third Space professionals, it provides valuable opportunities to network, share achievements, and build personal and professional brands (Loganathan, 2023; Rycraft, 2018). A LinkedIn profile is a valuable job seeking tool and requires meaningful interaction and engagement. Challenges in using this platform include experiencing anxiety and imposter syndrome, resulting from comparisons with others (Marder et al, 2023). Women are less likely to leverage LinkedIn for promoting themselves, for example under utilising the summary field (Altenburger et al, 2017). Therefore, our team, focused on leveraging this platform to address these challenges to support the growth and leadership of women in the Third Space. This poster presents an interactive autoethnographic study as described by Chang (2008), to engage in self-reflective practice and connections, to examine how LinkedIn can enhance our professional identities as women in leadership roles within higher education and the Third Space. Conducted as part of the ASCILITE Community Mentoring Program for Women in Professional Leadership, we aim to support each other in career progression, reflective practice, and cross-university connections. Our approach was informed by Wenger’s (1998) communities of practice theory, which underscores the role of professional networks in fostering learning and growth, and the conceptual frameworks for Professional Identity (Bulei & Dinu, 2013) and Third Space capabilities (Henry & Boreland, 2024). This study involved self-assessment of LinkedIn profiles, best practices, and refining our approaches based on internal reflections and community feedback. Our initial findings indicate that regular engagement, thoughtful content curation, and active participation in professional groups significantly enhance visibility and networking. Well-developed LinkedIn profiles are personable and linked to ePortfolios. Mentorship and community support are vital in shaping strategies, fostering solidarity and collective growth. Our poster will present a conceptual framework for optimising LinkedIn to build professional identities for women in leadership within the Third Space. We aim to provide valuable insights for aspiring women leaders, helping them navigate the evolving educational landscape and build supportive professional communities.

Metahuman

In contemporary education, there is a growing recognition of the importance of preparing learners with essential soft skills and the ability to engage in safe-to-fail tasks. Introducing the concept of failing safely and practising complex conversational skills in a controlled, virtual environment is crucial for students to effectively apply these skills in real-world situations (Korhonen et al., 2023). Our project, titled Metahuman, introduces an AI-powered simulation-based learning experience where learners interact with 3D virtual humans in real time. These virtual humans serve as guides and facilitators, simulating diverse interpersonal scenarios encountered in professional settings. This approach is rooted in simulation-based learning, where learners can explore and engage in various scenarios without the risk of real-world consequences (Chen & Lu, 2022). The Metahuman is designed with dynamic personalities that emotionally respond to learner input and feature realistic voices; these adaptive, simulated environments have been shown to foster critical thinking and professional conversation skills (Ruokamo et al., 2023). One application of Metahuman is within the healthcare sector, where nurses (learners) can practise screening a patient (Metahuman) for Tuberculosis in a virtual clinic. Nurses learn to navigate complex patient scenarios, building their skills and confidence in a controlled setting. This experience highlights how simulation-based learning can enhance competence and preparedness for real-world challenges, as discussed by Wu and Yu (2023). Central to the Metahuman experience is an AI-driven mentor that delivers contextual feedback in real time, aligned with specific learning objectives and competency frameworks. These frameworks and objectives provide safeguards for how the Metahuman interacts with learners, ensuring that the scenarios presented are both relevant and educationally sound. Robust prompts designed by educators and learning designers govern the interactions between learners, the Metahuman, and the AI mentor. This structured interaction enables learners to receive personalised guidance, enhancing skill acquisition and reflective practice. Automated transcripts of these interactions capture learning outcomes, providing evidence of learner progress and foster continuous improvement (Niu et al., 2023). These transcripts serve as valuable resources for self-reflection and feedback for both learners and educators, and allow learners to deepen their understanding of the skills practised in the scenarios (Wu & Yu, 2023). To further support the educational process, Metahuman includes prompt and virtual human templates that allow for rapid development of diverse scenarios. This flexibility enables educators to tailor learning experiences to specific needs, making it easier to integrate Metahuman into various educational contexts. The platform’s accessibility through web browsers, without requiring additional installations, supports cost-effective scalability and broad adoption across different settings. This ease of access ensures that Metahuman can be integrated into diverse learning environments without significant technical barriers (Chen & Lu, 2022). This poster presentation will showcase Metahumans key features and functions, emphasising its potential to revolutionise soft skills education through safe-to-fail learning environments. The presentation will also provide insights from current implementations across the health, business, and marketing sectors, highlighting user feedback and outcomes. By aligning with well-established concepts such as simulation-based learning, Metahuman positions itself as a pivotal tool in the future of education, contributing to the ongoing discourse on educational transformation and digital innovation.

Finally, a Researcher Development and Education Skills Framework for an Open University

While there is an ongoing advocacy for transformative higher education through a collaborative research culture in a national university system (Almores, 2024; Cubillan, 2024), there lacks an explicit and unified framework for researcher development of valuable skills and competencies to inform its typology of research training, supervision and mentoring (Villanueva, 2024). We propose a researcher development and education framework to benefit open and distance elearning programs, or ODeL programs situated in the national university’s Open University constituent unit with a wide reach of students locally and in Southeast Asia (Alfonso, 2019). The framework is a by-product of our sustained intellectual and intertextual networking, engagements with an international network of researchers in doctoral education and consultations with teacher-researchers and other stakeholders in an open university. The framework is underpinned by the identity-trajectory theory, self-determination theory and the community of inquiry for learning community building in harnessing positive research student experiences (Villanueva & Eacersall, 2024). Key areas of the framework are namely, research as a personal and scholarly practice, a reflective practice, a collaborative practice and a technology-enabled practice. Surrounding these key areas are shared values of: (i) excellence, rigor and creativity; (ii) agency and wellbeing; (iii) sense of community, social responsibility and service to others; and, (iv) integrity, agency and future-ready. Further validation of the framework was conducted through focused group discussions across three faculties of study. Collaborative reflections among faculty members and research students were undertaken to further define specific research competencies as well as mindsets. A natural outcome was the conceptualization of three courses pilot-test the application of the framework in varied learning spaces for a range of learners within the Open University unit. MyPORTAL Course 1 is a formal course for graduate-level students crafting their personalized learning plans for selected research-related outputs while ASCEND Course 2 is non-formal short course for professional research staff and students to navigate their academic writing and research with the use of Generative AIs. WORKSPACE Course 3 is a self-paced micro-course as an opportunity for faculty members to spend dedicated sensemaking on current practices in mentoring and research supervision. These courses are meant to operationalize intentional learning alliance and community building to harness researcher identity development and sense of agency among research students in ODeL programs. Further research is recommended in launching these courses and towards the creation of graduate research support teams with researcher development specialists and volunteer research trainers and learning designers. The teams are meant to go beyond administerial functions to ensure exemplary pedagogy and practices, benefiting both research supervisors and their students. The study all the more highlights the Open University’s unique identity as a progressive driver of innovation and within a dominant residential-based university system’s seeking to translate the transformative education rhetoric into actual practice at the program and course levels. Finally, we lay our claim of an ODeL research culture that is truly open, collaborative and future-ready.

From reflective practice to communicative interaction: a case study on the use of blogs by student teachers

Abstract This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Enhancing reflective practices in higher education with AI-supported anthropomorphic coaches

This paper reports on a pilot study exploring the use of generative AI and anthropomorphic coaches to enhance students’ reflective practices. Reflective practice is crucial for critical thinking and self-awareness. AI-driven feedback systems and lifelike avatars may create interactive, engaging environments for deeper student reflection. Drawing on observations from an ongoing project using Soul Machines Studio at the University of Auckland Business School, this inquiry considers anthropomorphic AI coaches’ ability to provide timely feedback and support reflective work in postgraduate courses. As a work-in-progress, we describe two use cases: (a) Refining team collaboration through AI-guided reflection and (b) providing feedback on reflective journal writing. We also outline future work on scalability, longitudinal studies, learning management system integration, cross-cultural adaptation, and ethical frameworks. We highlight AI's potential to develop students’ reflective practices and contribute to integrating advanced technologies in education.

Philosophy and Poetic Thinking in Teacher Education

AbstractTeacher education has sought to combine the practice of teaching with the practice of thinking and most popularly through reflective practice. This refers to reflection on and in action that leads to thoughtful practical doing; praxis. In spite of its intention to develop teachers’ practical wisdom, reflective practice has become instrumentalised for the efficient achievement of educational ends without questioning whether the means of achieving them are conducive to living a good, meaningful life. Standardised modes of thinking have all the more estranged teachers from thinking Being and from exploring meanings of who they are as teachers. To address this issue, this paper explores possibilities offered by poetic thinking and metaphorical thinking with reference to the thoughts of Heidegger and Arendt. The analysis of the problem of the abandonment of thinking Being by philosophical traditions as well as Aristotle’s notion of praxis and poesis have been originally addressed by Heidegger. Poesis, the act of making and bringing something forth has also been discussed by Arendt in her thoughts about metaphorical thinking and its potential for becoming something new. I argue that poetic forms of thinking enrich the debate about the relation between philosophy and teaching and are insightful for doing philosophy for teachers. They encourage teachers to make use of language in an original way to bring themselves forth as unique Beings. To practically explore the poetic possibilities in teachers’ quests for meaning, I refer to a student teacher’s writing as an example of how Being teacher can be poetically revealed.

School administrators’ and teachers’ pedagogical responses to demographic change based on their meaning-making of multicultural students in South Korea

ABSTRACT Public schools in South Korea have faced unprecedented changes because of demographic shifts, particularly the influx and growth of three types of ‘multicultural students’: children of married migrant women, foreign workers, and North Korean refugees. In this situation, teachers are challenged to implement educational policies and a standardised national curriculum for those unfamiliar with the Korean language, culture, and education system. This study, conducted between Fall 2022 and Summer 2023, involved interviews with 16 elementary and secondary school administrators and teachers from urban and rural regions. It revealed that teachers’ perceptions and biases about multicultural students significantly influenced their educational practices, resulting from interpretive processes and problematic framing. The data indicate that teachers’ meaning-making and pedagogical responses to multicultural students are insufficient for systematically addressing the structural inequalities and social injustices faced by these students. Ultimately, these teachers’ responses and practices fell short of providing equitable education that South Korea’s multicultural education policies aim for. The study concluded that comprehensive teacher training in cultural competence and bias awareness is essential for bridging the gap between policy and practice. It recommends the development of reflective practices, continuous professional development, and the creation of supportive school environments to enhance multicultural education’s effectiveness.

Positive impacts of the take-home timeline as a reflective practice tool on teacher development: an exploratory study of novice public school teachers in China

ABSTRACT This study explores the impact of the take-home timeline as a novel reflective practice tool for novice public school teachers in China. Spanning one and a half years, the research tracked 16 novice teachers across three schools, examining how the timeline influenced their personal and professional development. Our findings, distilled from a thematic analysis of in-depth interviews, reveal significant enhancements in reflective practice among these teachers. The take-home timeline proved instrumental in helping teachers catalogue significant events, critically assess their teaching decisions, and plan their professional futures. This process not only deepened their reflective engagement but also bolstered their confidence and commitment to teaching. This study concludes that the take-home timeline is particularly valuable for novice teachers, enhancing their ability to navigate the complexities of teaching and accelerating their professional maturity. Hence, the study recommends broader adoption of take-home timelines in teacher education, emphasising their benefits in fostering a reflective mindset and supporting continuous professional development.

“It’s Like Making Reflective Practice More of the Heart of Who We Are”: An Exploration of Facilitators and Barriers to Implementing Reflective Supervision in State Pre-K

“It’s Like Making Reflective Practice More of the Heart of Who We Are”: An Exploration of Facilitators and Barriers to Implementing Reflective Supervision in State Pre-K

Operational Competence of the Visual Arts Teacher in Art Practice: Interrogating the Underlying Factors

This study is on operational competence of Visual Arts teachers’ art practice, focusing on the factors influencing their competence and its relevance in contemporary contexts of arts education. Drawing upon literature from education, art pedagogy, and teacher training, this study identifies key factors that contribute to the operational competence of Visual Arts practice, including artistic skill, proficiency and reflective practice. Through an analysis of empirical studies and practical insights, the study highlights the visual arts teachers’ own art practice factors. It also underscores the significance of research informed policies and curriculum frameworks that support the holistic development of Visual Arts education and the cultivation of a vibrant artistic community within schools and society at large. It engages qualitative research design. A sample of twelve (12) Visual Arts students and one (1) Visual Arts teacher each from eleven (11) schools within the six Education Districts of Lagos State were purposively selected. Data was obtained using Portfolio Review Rubrics. Thematic Analysis was employed in analysing data gathered. Findings revealed that Visual Arts teachers’ competence in art practice differs in nuances of scope. It also revealed that teachers’ competence in art practice is a determinant of students’ learning outcome in art practice. Based on the findings, recommendations were made that workshops and conferences on art practice and pedagogy be organised for Visual Arts teachers to improve their operational competence in art practice. It further recommended that art teachers’ training curriculum be re-packaged to include more art practice activities than pedagogy so as to adequately build their art practice competence in scope and strength for prospective art teaching career.

Partnership between a consumer-led mental health research network and a large mental health research organisation: an Australian mixed methods case study

AimThis paper presents a case study review of an Australian research partnership between an independent mental health lived experience-led research network and an academic organisation established for the research and treatment of disorders of the brain and mind. The aim of the study was to explore the principles and practical requirements needed for a successful partnership that promotes inclusive research practices and power sharing and provide a framework to improve the operationalization of future similar partnerships.MethodsThis study was led and conducted by lived experience researchers. We used a mixed-method approach to data collection for data triangulation. An environmental scan of peer-reviewed and grey literature on mental health research partnerships was conducted, followed by a three-part data collection with members of both organisations. Data collection comprised an online survey, in-depth interviews, and a roundtable discussion to integrate findings and formulate recommendations.Results and ConclusionThis case study explores and describes a missed opportunity of a consumer led mental health research organisation to work successfully with an established mental health research organisation. Poor communication and unclear processes led to unmet expectations on both sides. Findings suggest the use of reflective practice by team members of both partner organisations may have been helpful in identifying further improvements to inclusive research practice, empowering consumers in inclusive mental health research.

This Course Is Ungraded: The Impact of Ungrading Practices on Students and Their Instructor

The researcher studied ungrading practices in an introductory course on emergent language and literacy in the early years for undergraduate students interested in pursuing careers as classroom teachers at an urban public college in the northeast United States. Based on the Scholarship of Teaching and Learning (SoTL), the researcher applied self-efficacy and reflective teaching theories to address how a course designed with ungrading practices impacted students' self-efficacy and the researcher as a reflective teacher. The researcher used mixed methods to analyze data. Findings show that students' participation presented a calibration of dynamic interaction between personal, behavioral, and environmental factors. Findings also show how integral it was to build a supportive learning community to develop students' self-efficacy. Ungrading practices created conditions for a humanizing pedagogy. The researcher applied an ethics of care that diminished power over students and instead emphasized power with students. This shift in power enabled dialogic discourse that informed responsive teaching and reflective practice. Rather than best practices, a course designed with ungrading practices is deeply contextual and requires an inquiry stance.

Potentiality of Mother Tongue Instruction and Multilingual Education Approach to Teaching English at Primary Level

The objectives of this study were to explore the participants’ lived experiences on medium of instruction while teaching English in the classrooms and to explore the participants’ lived experiences on Mother Tongue Based Multilingual Education approach to teaching English at primary level. Phenomenological research design was employed to complete this study. A set of questionnaires, interviews and discussion were the major research tools and three primary level English teachers were the sample population of this study. Phenomenological interviews and a set of questionnaires were used to collect the data. The collected data were transcribed, translated, coded and interpreted and analyzed thematically. The result of this study shows that a suitable medium of instruction is the most important factor and MTB-MLE approach is an effective approach to teach English language for the children of ethnic group people at pre-primary level. This study has implications for social change as teachers who engage in collaboration with colleagues and reflective practice will positively affect student achievement. Students may be taught by teachers who have the knowledge, skills, and attitude required for a successful implementation of a multilingual approach.

Cultural Intelligence and Organisational Performance among the Staff of Federal Polytechnic, Ilaro, Ogun State

This study investigates the impact of cultural intelligence (CI) on organisational performance among the staff of the Federal Polytechnic, Ilaro, Ogun State, Nigeria. The research targeted all 989 staff members, with a sample size of 278, determined via Cochran's formula and selected through simple random sampling. Data was collected through a structured questionnaire using a 4-point Likert scale and disseminated via Google Forms. The instrument demonstrated high validity and reliability, with a Cronbach’s Alpha of 0.880. Multiple linear regression analysis performed with SPSS indicated that CI, especially its cognitive and metacognitive dimensions, significantly affects organisational performance, shown by an R-squared value of 0.542. Cognitive intelligence enhances problem-solving, innovation, and adaptability, while metacognitive intelligence fosters reflective practices and teaching effectiveness. The study underscores the significance of CI in diverse educational settings and recommends tailored CI training and ongoing professional development to foster an inclusive and high-performing workplace

A case study of Japanese teachers’ self-reflection on elementary English lessons

Since 2020, English has become a compulsory subject in Japanese elementary schools, and grade three to six teachers need to teach English despite their limited knowledge of English teaching. Most teacher training programs are transmitting styles and do not always meet the difficulties of individual teachers in English teaching. This research focuses on teacher self-reflection as an alternative to support teachers’ self-development in addition to training programs. Two Japanese elementary school teachers reflected their English lessons and how their possible selves shaped their future lessons. They recorded and reflected six lessons from a textbook unit and recorded another six lessons from a different unit. The recorded lessons were transcribed, and the reflections were coded to generate theories that revealed their possible selves. Their explanations for reflection and validation were obtained from interviews. One teacher’s Ought-to self shaped his future team-teaching practices with the assistant language teacher. The other teacher’s Ideal self modified her routine activities to meet her ideal duration for the activities. The teacher participants’ self-reflection revealed their possible selves, which served as a basis to modify their future English lessons to meet their ideals. This study recommends that this mechanism of individual reflective practice be encouraged as part of the teacher development program in addition to the existing teacher training.

Dynamic Changes Toward Reflective Practice: Documented Shifts in Speech-Language Pathologists' Evaluation Practices.

This qualitative study explored the experiences of speech-language pathologists (SLPs) in professional learning communities (PLCs) during a year-long virtual professional development (PD) opportunity using an implementation science (IS) framework in an urban public school district for dynamic assessment (DA) training. The DA presented in the PD was modified based on ongoing discussions with key stakeholders in the district, so that it could be reasonably implemented in clinical practice while preserving the integrity of the DA's purpose. SLPs in an urban district were trained virtually using DA over the course of the school year. PD topics focused on decreasing bias and incorporating evidence-based practice into SLP approaches to speech-language evaluations. The SLPs underwent three training sessions and three separate PLC sessions. The SLPs were assigned a series of case studies to complement PLC sessions. An IS framework informed each step of the PD and PLCs to ensure applicability and integration of the content. Of the 366 SLPs working in the district, 209 consented and filled out two questionnaires and three exit slips to gather information on their experiences with the DAs and PLC models. SLPs reported new insights into their practice, including changes in assessment practices, awareness of bias in assessment practices, and increased confidence in working with families during the evaluation process. Two additional themes emerged: increased collaboration and enhanced group problem-solving skills when working with peers in PLC groups, and expanded proficiencies and heightened skills when applying DA practices to evaluations. The two challenges faced by SLPs included time constraints and confidence in the mastery of DA. This study offers an approach to shifting evaluation practices in large districts to incorporate more evidence-based approaches.

Understanding occupational therapy perinatal mental health practice in mothers from ethnic minorities: A qualitative study of practitioner perceived barriers and enablers

Introduction: In the United Kingdom, ethnic minority mothers experience increased risk of mental illness compared to white women of British heritage. However, there is insufficient research to guide perinatal mental health occupational therapists to develop services that are accessible and meet the diverse needs of service users. This study explored perinatal mental health occupational therapists’ perceptions of the barriers and enablers to an inclusive service provision for ethnic minority mothers. Methods: A qualitative study was undertaken. Recruitment via social media used non-probability sampling. Semi-structured interviews collected data which were then analysed thematically. Results: Eight occupational therapist participated in the study. Three main themes were identified: observation of caseloads; experience of providing occupational therapy; influence of the therapist’s culture. Participants perceived stigma, fear, language and cultural perceptions created barriers for ethnic minority mothers. Discussion: Limited workforce diversity, ineffective mandatory training and insufficient referral to occupational therapy by other healthcare professionals were believed to negatively impact service delivery. Cultural experience and reflective practice were felt to enable inclusive practice. Recommendations to inform perinatal mental health occupational therapy practice in the United Kingdom and internationally include collaborations to gain a more diverse workforce, improved mandatory training and strategies to increase cultural sensitivity and competence.

From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators

This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.

Enhancing Emotional Intelligence of Adult Learners in Online EFL Teaching: Insights from Vietnamese Educators

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey’s model of emotional intelligence and Knowles’s theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study’s unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills.

Gout or Deep Vein Thrombosis: Expanding Differential Diagnosis and Avoiding Anchoring Bias

Diagnostic reasoning is a critical skill for a nurse practitioner. Cognitive biases influence nurse practitioner decision making, and anchoring bias is the most common cognitive error. Cognitive error is a systematic deviation from optimal decision making or errors in thinking from reliance on mental shortcuts known as heuristics. Anchoring bias is when initial information dominates decision making, neglecting alternative diagnoses. This case describes a patient with pain, redness, and swelling in the left ankle, attributing it to a gout flare-up. To avoid anchoring on this diagnosis, reflective practice considered alternatives such as deep vein thrombosis. Reflective practice involves examining one’s experiences and adopting a critical perspective toward one’s own methods and practice. The patient was referred to the emergency department where a diagnosis of deep vein thrombosis was confirmed. This case underscores the importance of acknowledging cognitive biases and implementing debiasing strategies.