Structured Approaches to Reflection: Models and Applications for Clinical Educators' Professional Development

Background: Reflective practice is essential for dental educators' professional development, academic and clinical performance, decision-making and problem-solving skills. It bridges the gap between theory and practice, fostering competency development and encouraging a deeper approach to learning. Reflective practice offers educators an opportunity to reflect on how their actions impact both teaching and learning. However, without proper guidance on how to reflect effectively, reflection often becomes anecdotal and lacks meaningful insights, which can lead to reluctance in engaging with the process. Four Structured Reflective Practice Models for the Clinical Educator: Recognising the significance of reflection for dental educators' professional development and the necessity of facilitating the process, this commentary explores the importance of reflective practice and highlights the value of structured models in enhancing teaching practice. We focus on four widely used models—Gibbs' reflective cycle, Kolb's experiential learning cycle, Schön's reflection in and on action, and Rolfe's framework for reflective practice—discussing their structure, applicability, and strengths and limitations for dental educators and practitioners. Practical resources and examples are provided to help educators integrate these models into their practice, aiming to enhance both teaching and clinical skills while fostering continuous professional growth. Conclusion: The models offer structured frameworks that educators can use to engage in a reflective process, allowing them to critically assess both positive and negative experiences, examine their actions, and deepen their understanding of educational practice. By utilising these models, educators can refine their teaching methods and contribute to the ongoing improvement of the clinical learning environment.