A multi‐dimensional model of reflective learning for professional development

Abstract

This study is set in the context of a postgraduate course for pharmacists where the participants were exposed to a systematic reflective learning strategy facilitated by a structured, written Reflective Portfolio. Data were generated using focus groups and individual interviews. An inductive approach to data analysis resulted in a Multi‐dimensional Model of Reflection that has not previously been presented elsewhere. It illustrates the complexities of reflective learning and therefore challenges the simplicity with which ‘reflection’ is often portrayed in the literature. It is argued that the research provides a significant contribution to an understanding of reflection for learning and professional practice development. It is further argued that the model of reflection is transferable or relatable to other professional areas.