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首页> 美国卫生研究院文献>Perspectives on Medical Education >The reflective zombie: Problematizing the conceptual framework of reflection in medical education
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The reflective zombie: Problematizing the conceptual framework of reflection in medical education

机译：反思性僵尸：对医学教育反思的概念框架提出质疑

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Reflection is an ambiguous and profoundly complex human activity. We celebrate the developments in teaching and researching reflection in education, yet have identified flaws in the way reflection has been operationalized: medical education has translated the age-old concept into a teachable and measureable construct. We fear that in this process of operationalization, the philosophical underpinnings of reflection have been discarded. We illustrate this with a thought experiment about a ‘reflective zombie’: students who have been conditioned to follow prescribed thought steps rather than engaging in truly reflective behaviour. In research and assessment of reflection, measuring tools might be unable to distinguish reflective zombies from students who authentically reflect. We argue that the instrumental approach lies at the root of this problem as it limits the rich concept of reflection and illustrate our point by describing problems related to paradigm (we are looking at reflection in the wrong way), methods (we are using the wrong tools), and epistemics (can we even know what we want to know?). We offer three suggestions for implementing reflection into the curriculum and for research into reflection. First, acknowledge the diversity of reflection and let go of the ‘checklist approach’. Second, embrace the personal nature of reflection by stimulating awareness of one’s personal reflection styles as part of the reflective process. Third, shift the focus of research to the practice of reflection. We believe that a strong vision on reflection can lead to a balanced curriculum, setting students up for a lifelong learning as a reflective practitioner.
机译：反思是一种含糊不清，极为复杂的人类活动。我们赞扬教育教学和研究反思的发展，但已发现反思的实现方式存在缺陷：医学教育已将古老的概念转化为可教学且可衡量的结构。我们担心，在这一运作化过程中，反思的哲学基础已被抛弃。我们通过一个关于“反射性僵尸”的思想实验来说明这一点：已经习惯于遵循规定的思维步骤而不是从事真正的反射行为的学生。在研究和评估反射时，测量工具可能无法将反射性僵尸与真实反射的学生区分开。我们认为工具性方法是这个问题的根源，因为它限制了丰富的反思概念，并通过描述与范式（我们正在以错误的方式看待反思），方法（我们在使用错误的方法）相关的问题来说明我们的观点。工具）和认识论（我们甚至不知道我们想知道什么？）。我们提供了三个建议，以实现对课程的反思和对反思的研究。首先，承认反思的多样性，放弃“清单方法”。其次，在反思过程中，通过激发人们对个人反思风格的认识，来拥抱反思的个人本质。第三，将研究重点转移到反思实践上。我们认为，对反思的强烈愿景可能会导致课程平衡，使学生成为终身学习者。

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