Abstract:
Reflection and reflective practice as a method to inform facilitators' teaching and learning practices has been in use for a long time. It was first introduced by Dewy in 1933. The methodology consisted of a qualitative approach supported by a quantitative analysis and was prompted by a number of questions pertaining to reflective teaching. This article communicates how reflective teaching was embedded in the Radiographic Pathology module for undergraduates in 2007 as well as the outcomes of the process.
