Semin Hear 2012; 33(01): 065-077
DOI: 10.1055/s-0032-1304729
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Fostering Reflective Skills in Audiology Practice and Education

Carol Geltman Cokely
1   University of Texas at Dallas, Dallas, Texas.
Christine G. DePlacido
2   Division of Speech and Hearing Sciences, Queen Margaret University, Edinburgh, East Lothian.
› Author Affiliations
Further Information

Publication History

Publication Date:
20 March 2012 (online)


Reflection is considered a deliberate process of learning from experience with the goal of realizing effective and rewarding patient and personal outcomes. Reflective thinking has become incorporated into clinical practice and education across health-care professions. Facilitators for development of reflection and reflective practice include appropriate timing, a supportive environment, feedback, and mentorship. This article introduces the reader to models and forms of reflection, discusses facilitators and detractors to effective reflection, and reviews critical commentary. The Reflective Journal, 4 Habits of Effective Audiologic Service, and Self Reflection of Learning are three tools that guide students or practitioners in reflective activities.