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Module on Reflection — Fitness to Practise CPD (Canada)

Course Content

1

Course Content

  • 1.5

  • 1.1 What reflection really is (and isn’t)

  • 1.2 The purposes of reflection in healthcare

  • 1.3 Hallmarks of high-quality reflection

  • 1.4 Common pitfalls in reflection

  • 1.5 Making reflection sustainable in daily practice

  • 1.6 From reflection to evidenced change

  • 2.1 Reflection as a core element of professionalism

  • 2.2 Protecting patient safety and public trust

  • 2.3 Reflection in regulatory expectations

  • 2.4 Consequences of failing to reflect

  • 2.5 Reflection as a bridge to insight and remediation

  • 3.1 Descriptive reflection: what happened

  • 3.2 Superficial reflection: “that wasn’t ideal”

  • 3.3 Analytical reflection: why did it happen?

  • 3.4 Critical reflection: impact and change

  • 3.5 Deep critical reflection: shaping future practice

  • 3.6 The reflection spectrum in fitness to practise

  • 4.1 Gibbs’ Reflective Cycle

  • 4.2 Rolfe’s model (What? So What? Now What?)

  • 4.3 Johns’ Model of Structured Reflection

  • 4.4 Choosing the right model

  • 4.5 Reflection models in a regulatory context

  • 5.1 What regulators expect in reflective statements

  • 5.2 Common weaknesses in reflective statements

  • 5.3 Characteristics of strong reflective statements

  • 5.4 Structuring reflective statements

  • 5.5 Using evidence to strengthen statements

  • 5.6 Tone and style in reflective writing

  • 6.6 Lessons from the case studies

  • 7.1 Reflection as the foundation

  • 7.2 Insight as the outcome of reflection

  • 7.3 Remediation: turning insight into action

  • 7.4 The continuous nature of the cycle

  • 7.5 Organizational and cultural support

  • 7.6 Why this cycle matters in fitness to practise