Critical reflection in team-based practice: A narrative review.

Autor: Edelist T; Département d'Orthophonie, Université du Québec à Trois-Rivières, Trois-Rivières, Canada., Friesen F; Centre for Advancing Collaborative Healthcare and Education (CACHE), University Health Network, Toronto, Canada., Ng S; Centre for Advancing Collaborative Healthcare and Education (CACHE), University Health Network, Toronto, Canada., Fernandez N; Département de Médecine de Famille et de Médecine d'Urgence, Faculté de Médecine, Université de Montréal, Montreal, Canada., Bélisle M; Faculté d'Éducation, Université de Sherbrooke, Sherbrooke, Canada., Lechasseur K; Faculté des Sciences Infirmières, Université Laval, Quebec, Canada., Rochette A; École de Réadaptation, Faculté de Médecine, Université de Montréal, Montreal, Canada.; Centre de Recherche Interdisciplinaire en Réadaptation de Montréal (CRIR), Montreal, Canada., Vachon B; École de Réadaptation, Faculté de Médecine, Université de Montréal, Montreal, Canada., Caty MÈ; Département d'Orthophonie, Université du Québec à Trois-Rivières, Trois-Rivières, Canada.
Jazyk: angličtina
Zdroj: Medical education [Med Educ] 2024 Oct; Vol. 58 (10), pp. 1166-1177. Date of Electronic Publication: 2024 Jul 07.
DOI: 10.1111/medu.15462
Abstrakt: Introduction: Research on critical reflection (a process of recognising and challenging assumptions that frame health care practice) has demonstrated strong potential for making health care more collaborative and equitable, yet its enactment within team-based health care remains underexplored. We conducted a narrative review to advance understanding of how critical reflection develops, occurs in and impacts team-based practice and care.
Methods: We searched three databases (Medline, CINAHL and Scopus) for articles related to the concepts of critical reflection and/or critically reflective practice in the context of team-based health care and examined how teams engage with those theoretical concepts, to inform ideas for a new approach to support critically reflective practice.
Findings: The search identified 974 citations of which nine articles showed elements of critical reflection in team-based practice. However, since only one of the nine included articles explicitly used the term 'critical reflection' in their research, critical reflection as a theoretical concept was found to be largely missing from the current team-based health care literature. Instead, aspects of critical reflection were evident in terms of challenging power hierarchies and questioning practice assumptions through dialogue, with a goal of collaborative practice. This sharing of knowledge and skills allowed teams to push boundaries and innovate together in practice. The included articles also emphasised the importance of creating a purposeful environment for open dialogue and practice change to occur.
Conclusion: To support equitable care through collaborative practices, we suggest dialogue as and for critical reflection should be explicitly developed and researched within team-based health care.
(© 2024 The Author(s). Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.)
Databáze: MEDLINE
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