Using reflective practice in interprofessional education and practice: a realist review of its characteristics and effectiveness

ABSTRACT

This article presents the results of a realist review of the use of reflective practice interventions aimed at improving interprofessional education and collaborative practice (IPECP). Reflective practice is recognized as one of the determining factors in health and social service professionals’ skills development and maintenance, as well as in the establishment of good collaboration practices. In this respect, it is a key element of interprofessional education (IPE) and its relevance in this field is being asserted more and more strongly. However, few studies have been conducted to document its effectiveness. The purpose of this article is therefore to advance knowledge in this field. Searches in health and social services electronic databases identified six studies presenting reflective practice interventions in IPECP aimed at enhancing collaboration among students or practicing professionals. Analysis provided preliminary answers as to the effectiveness of reflective practice interventions in IPECP, as well as pertinent information on the best methods for achieving effectiveness. It concludes by proposing recommendations designed to change reflective practice interventions in IPECP and by stressing the importance of further research in order to document more fully the effectiveness of reflective practice in IPECP and to identify the most promising intervention methods in this regard.

KEYWORDS:

• Reflective practice
• critical thinking
• interprofessional collaboration
• interprofessional education
• interprofessional education and collaborative practice (IPECP)
• health and social care

Acknowledgments

The authors want to thank Sébastien Yergeau for his input on data analysis, as well as Anne-Claire Museux for her contribution to the database search and to article selection.

Disclosure Statement

The authors report no conflict of interest. The authors alone are responsible for the content and writing of the paper.

Additional information

Funding

A. Richard held scholarship grants provided by the CIRRIS and the Faculté de médecine de l’Université Laval. This study was funded by Les Fonds Gilles-Cormier de la Faculté de médecine de l’Université Laval; Fonds de Recherche du Québec - Santé [36570].