The concept of reflection: a systematic review and thematic synthesis across professional contexts

ABSTRACT

Reflection is widely endorsed by professional bodies and practitioners are required to document professional learning to evidence standards of professionalism. Due to the lack of a consensual definition for reflection, there is confusion regarding ‘what reflection is’. Prior to the development of an empirical evidence base that explores reflection, it is important to develop a consensually agreed concept and definition to guide experimental research. The aim of this systematic review is to understand the concept of reflection by performing a synthesis of existing conceptually oriented qualitative studies. Fourteen sources were included in a thematic synthesis that resulted in the construction of four analytical themes: cognitive, integrative, iterative and active. These themes were explored in relation to existing research and a novel definition of reflection was proposed. It is hoped that this review will encourage further enquiry into the concept and process of reflection.

KEYWORDS:

• Reflection
• synthesis
• concept
• process
• qualitative
• definition

Acknowledgment

The author of this article wishes to acknowledge Dr Justin Roberts, Dr Anna Stodter and Mr Michael Ferrandino who offered guidance and critique during the initial stages of this research at Anglia Ruskin University prior to the lead author’s transfer to his current University.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Tony Marshall

Tony Marshall is a PhD researcher at the University of Hertfordshire. He is an Accredited member of the United Kingdom Strength and Conditioning Association (UKSCA) and is a Fellow of the Higher Education Academy (FHEA).