ctivities to promote reflection are now being incorporated into under- graduate, postgraduate and continuing medical education, and across a variety of health professions. The evidence to support and inform these curricular interventions and inno- vations remains largely theoretical. Further, the literature is dispersed across several fields, and it is unclear which approaches may have efficacy or impact. We, therefore, designed a literature review to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education. Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research
