Faculty development to promote role-modeling and reflective practice

Abstract

Role-modeling and reflective practice have been recognized as important elements in teaching and learning in the health professions. As our understanding of these separate but related areas grows, we appreciate that, to use them effectively, faculty members need preparation and support. While role modeling occurs naturally, and includes both positive and negative experiences, its effectiveness can be enhanced by helping faculty members increase their awareness of themselves as role models, understand the need to be explicit with learners, and use their influence as models deliberately. Reflection and reflective practice are expected capabilities of competent professionals. Improving faculty members’ ability to be critically reflective about their teaching practices can help to uncover their values and expertise and change and improve their practice. In this chapter, these two important areas will be addressed and the underpinning literature and theory will be summarized. Each will be addressed individually; however, as we explore these aspects, their integral relationship to each other and the implications for faculty development will become apparent.