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Portfolio And Reflective Practice In Biomedical Science: A Comprehensive Guide

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    Portfolio and Reflective Practice in Biomedical Science: A Comprehensive Guide Critically reflect on your personal learning journey in the context of professional development planning, drawing upon relevant learning models and theories, including Kolb’s Learning Cycle and Gibbs' Reflective Cycle. How have these models shaped your approach to continuous professional development (CPD) within the Biomedical Science field? In your response, discuss how your experience in applying learning theories and strategies for skill enhancement and knowledge acquisition has contributed to your professional growth. Additionally, include a section outlining your personal development plan for the next five years, considering key goals and the impact of your learning on both personal and professional aspects of your life." Word Count Requirement: 2500 - 3000 words

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    1 Introduction: 1 Critical reflection on previous learning: 2.1 learning style 2.2 learning theory 2.3 learning need 2.4 learning models 1 Identified Learning Programme 1 Personal development plan 5. Discussion 6. References 1. Introduction: Professional Development Plan and Review is a structured and supported process undertaken by a learner to reflect upon their own learning, performance and/or achievement. (QAAHE, 2009) However, professional development improves standards of practice, the quality of service provided by biomedical scientists and therefore patient safety. Training and development contributes to the collective body of specialist knowledge and skills required to fulfil biomedical science’s roles in the healthcare of society. Portfolio is a collection of evidence of learning and professional development achieved over time (Kolb, 1984). The portfolio enable Biomedical Scientist to provide evidence of training, practical skills, specialist knowledge and competency gained after Health Profession registration. The aim of learning should be part of PD plan and this could be in form of learning toward a new skill or providing a new service to reach next level of knowledge and understanding or even a different attitude such as increase confidence (Rughani, 2000). Moreover, it enables the participant a plan to demonstrate knowledge and skills in a highly specific area of practice within its specialty. PD plan in the spine for a successful carear which make it necessary for many organisation in its learning line and can be requested to any profession need update constantly. It is mandatory to each registered Biomedical Scientist to develop a PDP under the supervision of senior or a line manger. The planning process monitored and supervised. Particular this could affect other colleagues by motivating and engaging them to enhance the learning. The understanding of the mechanism of the PDP will give the ability to direct own professional

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    growth written (Mahaffey et.al, 2005). It means working with other to best of learning ambition or what I like to describe as knowledge exchange. It is a quit challenging to relate work based learning with academic progress as in Martin discussion (Martin, 2006) on professional doctorate portfolio and how implement the tutorial strategies to facilitate individual’s development in his approach demonistreteding it as narrative and reflexive within the portfolio requirements. Lee (2009) defined the professional practice and the impact of research in practice as the generation of new skills, knowledge and practice which are unifying factors within portfolio submission. Portfolio could include judgements, assessments, and evaluations by others, reports on work, observation and recordings, video tapes, evaluation of knowledge, leaflets, information, reference, critical incidents, published material, witness statements, curriculum vitae, photographs, and records of training, evidence of creativity, diaries, qualification, profiles and other (Brown, 1995) in general any type for evidence can show learning activity. However, the interpretation on how this could achieve is variant between individuals and the understanding on how to design a framework will be different according to each background and field. Converting this talk to a figures and when we want to framework PD for critical reflection and use Borton’s (1970) framework guiding for reflective activities. Figure.1 : Borton Model focus on reflection in and before action Borton model evolves all the basic ways of learning and reflection, the question what? And so what? and now what?, move the reflection from level to other to describe the situation on ‘What’ level in what happened?, what is my aim?, what I want to reach?, and what is the goal behind this? Could be what the good and bad in this contribution? Knowledge and experience will build another question ‘So what?’ to analyse the self awareness and evaluate the previous description using different question such as ‘What I am doing to achieve this?’ what is the need of it? What I will learn from this? And what is the use of my achievement? The other part of this argument will be’ Now what’ what is the action? Now what is the best way to benefit from this learning and so on? Practically speaking and using the Prof Doc as a live example on Borton argument I trained to include those questions in a table to focus more on my learning.

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