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Using a Programme-Level Approach to Developing Reflective Practice in Health Professions Education in the Age of AI

Background: Reflective practice is a core competency for all healthcare professionals however, ensuring valuable assessment of this key skill is challenging; especially in the age of generative artificial intelligence (AI). The use of a programme-level approach to develop this capability is proposed as a potential way to support development and assessment of reflection in health professions education. Approach: A cross-disciplinary team of experienced health professions educators came together to develop a frame…

By the Truvace desk1 min read1 sourcePeer-reviewedTRV-2026-1346· cite & verify
Using a Programme-Level Approach to Developing Reflective Practice in Health Professions Education in the Age of AI
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In brief

A cross-disciplinary team of health professions educators built a framework for assessing reflection, organized around three domains, three levels of expertise and artefacts of learning. It drew on healthcare competency standards, existing literature and programmatic assessment principles.

The work matters because reflection is a core competency, yet assessing it is harder once generative AI is available to students. The evidence is limited to perceptions from a very small group, so whether the framework improves reflective practice remains untested.

Main points

  1. Reflective practice is described as a core competency for all healthcare professionals.
  2. The framework has three domains, three levels of expertise and artefacts of learning.
  3. Feedback came from nine educators by survey and four students in a focus group.
  4. The approach treats moments of reflection as data points in ongoing development.

The gain

Educators and students who reviewed a programme-level framework perceived it as potentially useful for supporting skill development and meaningful reflection when generative AI is available.

The rundown

The authors present a programme-level approach as a possible way to support both development and assessment of reflection in health professions education, where generative AI makes valuable assessment of this skill challenging.

To evaluate perceived usefulness, educators across multiple healthcare disciplines were invited to complete a survey at a faculty education showcase, and students were invited to a dedicated focus group. In total 13 participants accepted.

Qualitative responses were analysed thematically, while the quantitative data were used only for demographic purposes. The authors conclude that further evaluation of the framework is advised.

Sources

  1. Peer-reviewedThe Clinical Teacher2026-12-01

The debate