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TRUVACE RECORD VERSION
record: TRV-2026-1346
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-10-14T18:13:27.934097Z
status: published
lens: g_space
sector: education
headline: Using a Programme-Level Approach to Developing Reflective Practice in Health Professions Education in the Age of AI
dek: 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…
gain_title: 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.
problem_title: (none)
trace_subject: (none)
gain_reading: 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.
gain_evidence: could support skill development and meaningful reflection in the age of AI
problem_reading: (none)
problem_evidence: (none)
quick_read: 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.
limitation: The evaluation measured only perceived usefulness among a small sample of 13 participants, and the authors state that further evaluation of the framework is needed.
tag: Evidence-backed gain
key_points: Reflective practice is described as a core competency for all healthcare professionals. | The framework has three domains, three levels of expertise and artefacts of learning. | Feedback came from nine educators by survey and four students in a focus group. | The approach treats moments of reflection as data points in ongoing development.
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:
- peer_reviewed | The Clinical Teacher | https://doi.org/10.1111/tct.70538 | 2026-12-01
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