Chapter 8. Reflection and the Problem-Based Learning Curriculum

  1. Teena J. Clouston MBA, PgDip, SSRM, DipCOT, DipCouns, DipAT, Certhyp, FHEA Senior Lecturer Programme Lead2,
  2. Lyn Westcott MSc, BSc, DipCOT, FHEA Senior Lecturer Professional Lead3,
  3. Steven W. Whitcombe MSc, BA (Hons), BSc (Hons) OT, PGCE (PCET), FHEA Lecturer2,
  4. Dr Jill Riley PhD, MSc, DipCOT Lecturer2 and
  5. Ruth Matheson MSc, DipCOT, CMS, FHEA Senior Lecturer4
  1. Dr Gail Boniface DipCOT, Cert Ed, MEd, PhD Senior Lecturer Programme Lead

Published Online: 24 FEB 2010

DOI: 10.1002/9781444320541.ch8

Problem-Based Learning in Health and Social Care

Problem-Based Learning in Health and Social Care

How to Cite

Boniface, G. (2010) Reflection and the Problem-Based Learning Curriculum, in Problem-Based Learning in Health and Social Care (eds T. J. Clouston, L. Westcott, S. W. Whitcombe, J. Riley and R. Matheson), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444320541.ch8

Editor Information

  1. 2

    School of Healthcare Studies, Cardiff University, UK

  2. 3

    Faculty of Health, University of Plymouth, UK

  3. 4

    University of Wales Institute, Cardiff (UWIC), UK

Author Information

  1. Cert in Supervisory Management, School of Healthcare Studies, CardiffUniversity, UK

Publication History

  1. Published Online: 24 FEB 2010
  2. Published Print: 16 APR 2010

ISBN Information

Print ISBN: 9781405180566

Online ISBN: 9781444320541

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Keywords:

  • reflection and problem-based learning curriculum;
  • problem-based learning (PBL) - to reflection and vice versa;
  • reflection, viewed as a structure for thinking;
  • Colaizzi (1973) views, need for person reflecting to understand his or her own reflective ability;
  • models of reflection;
  • Fish's new ideas on in-depth thinking and reflection;
  • De Cossart and Fish (2005) - iceberg analogy continued with strands of reflection present;
  • reflection, clinical reasoning and continuing professional development;
  • encouraging reflection in PBL curriculum - natural occurrence if not an easy one

Summary

This chapter contains sections titled:

  • Introduction

  • Defining reflection

  • Models of reflection

  • Reflection, clinical reasoning and continuing professional development

  • Reflection in an educational context

  • Teaching and assessing reflection in a problem-based learning curriculum

  • Time for reflection

  • The reflective environment

  • Conclusion

  • References