Developing critical reflection within an interprofessional learning programme

Reflective practice is accepted as being a key component of professional education and practice in health and social care. However an emphasis on self reflection frequently fails to broaden the lens to take into account wider issues of power and inequality, to move beyond technical rationalism and remains at the individual level rather than being embedded within relational notions of dialogue both within teams and across professions. This paper will challenge traditional uniprofessional models of reflection through the development of an approach to interprofessional learning informed by models of critical practice that seek to critique and transcend traditional professional boundaries. Attention will also be paid to the central importance of service users as the essential focus of collaborative team working. The implications of embedding critical reflection as a key component of an integrated strategy for interprofessional learning will be discussed with reference to the development of a new interprofessional learning strategy for pre registration students
within which reflective practice is introduced as both a discrete unit and a continuing theme throughout the curriculum. The paper will conclude that a model of critical and reflective practice will enable future practitioners to respond to the transformation of previously compartmentalised ways of thinking and working and the challenge of new ways of working.