<?xml version="1.0" encoding="UTF-8"?>
<!DOCTYPE article PUBLIC "-//NLM//DTD JATS (Z39.96) Journal Publishing DTD v1.2d1 20170631//EN" "JATS-journalpublishing1.dtd">
<ArticleSet>
  <Article>
    <Journal>
      <PublisherName>njbms</PublisherName>
      <JournalTitle>NJBMS</JournalTitle>
      <PISSN>0976-6626</PISSN>
      <EISSN>2455-1740</EISSN>
      <Volume-Issue>Volume 6, Issue 3</Volume-Issue>
      <PartNumber/>
      <IssueTopic>Multidisciplinary</IssueTopic>
      <IssueLanguage>English</IssueLanguage>
      <Season>January - March 2016</Season>
      <SpecialIssue>N</SpecialIssue>
      <SupplementaryIssue>N</SupplementaryIssue>
      <IssueOA>Y</IssueOA>
      <PubDate>
        <Year>-0001</Year>
        <Month>11</Month>
        <Day>30</Day>
      </PubDate>
      <ArticleType>Medical Education</ArticleType>
      <ArticleTitle>REFLECTION IN MEDICAL EDUCATION : DRIVING INTO THE FUTURE WITH AN EYE ON THE REAR VIEW MIRROR</ArticleTitle>
      <SubTitle/>
      <ArticleLanguage>English</ArticleLanguage>
      <ArticleOA>Y</ArticleOA>
      <FirstPage>135</FirstPage>
      <LastPage>138</LastPage>
      <AuthorList>
        <Author>
          <FirstName>DEEPTI</FirstName>
          <LastName>SHASTRI</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>N</CorrespondingAuthor>
          <ORCID/>
        </Author>
      </AuthorList>
      <DOI/>
      <Abstract>Reflection is a metacognitive process that occurs before, during and after situations with the purpose of developing greater understanding of both the self and the situation so that future encounters with the situation are informed from previous encounters. Reflective practice is considered to be an important strategy for health professionals as it promotes clinical reasoning, personal and professional development and closes the gap between theory and practice of medicine. Hence, it is imperative that medical students develop the ability to reflect on practice. This necessitates incorporation of curricular interventions and innovations which foster reflective exercises in undergraduate and postgraduate medical education. Many models of reflection exist, which provide a foundation for building learning activities which improve reflective abilities. The activities which nurture reflection include learning contracts, writing reflective journals, questioning and discussion. Assessment tools can be designed to appraise the levels of reflection attained. The drawbacks of reflection may be that it is time-consuming, confusion may prevail over which situations to reflect upon or reflection may be inadequate to resolve a clinical problem but it cannot be denied that reflection can influence patient care. This establishes reflection as an essential component of medical education.</Abstract>
      <AbstractLanguage>English</AbstractLanguage>
      <Keywords>Problem solving, critical thinking, clinical reasoning</Keywords>
      <URLs>
        <Abstract>https://njbms.in/ubijournal-v1copy/journals/abstract.php?article_id=1575&amp;title=REFLECTION IN MEDICAL EDUCATION : DRIVING INTO THE FUTURE WITH AN EYE ON THE REAR VIEW MIRROR</Abstract>
      </URLs>
      <References>
        <ReferencesarticleTitle>References</ReferencesarticleTitle>
        <ReferencesfirstPage>16</ReferencesfirstPage>
        <ReferenceslastPage>19</ReferenceslastPage>
        <References/>
      </References>
    </Journal>
  </Article>
</ArticleSet>