Sea monsters & whirlpools: Navigating between examination and reflection in medical education

Abstract

The 16th International Ottawa Conference/Canadian Conference on Medical Education (2014) featured a keynote deconstructing the rising discourse of competence-as-reflection in medical education. This paper, an elaborated version of the presentation, is an investigation into the theoretical roots of the diverse forms of reflective practice that are being employed by medical educators. It also raises questions about the degree to which any of these practices is compatible with assessment.

Acknowledgments

The author would like to acknowledge Elisa Hollenberg for assistance with formatting of text and references and Stella Ng for providing feedback on the manuscript.

Declaration of interest: The author reports no declarations of interest.