Academic Skill Log Review

The process of reflective learning is an ideal component of human growth and development. It entails four core processes that collaborate to induce personal decision-making process – review of experience, creating a reflection, theorizing, and experimentation for a beneficial outcome. Reflective practice has a wide range of benefits in professional, academic, and personal life. Through it, an individual can efficiently develop emotional intelligence through self-awareness while promoting critical thinking skills. Core Reflective Areas Cycle of Learning Health and Social Care has been a thrilling course organized in different essential subjects. Thus, it gave a leeway through which we adopted insightful overviews and reflections on some of the major underlying issues, especially those that are likely to affect the integrity of the overall medical practice.

Similarly, developing leadership skills and drug, health, and society as well as promoting healthy lifestyle choices were other core areas necessary for further studies and future professional prowess. The ideology generated from these subjects was instrumental in discovering one’s self on the long-term basis. For instance, it gave the opportunities for learners to analyze their capabilities and strengths as a positive mechanism for career development (Sideri 56). Focusing on the weaknesses also opened better opportunities through which it became possible to isolate those areas that required extra effort to improve. Studies have shown that students who appreciate and apply the annotated bibliography are better placed to generate elaborate and conclusive from their researches. This option makes sense only if the healthcare institutions can endorse annotations as primary requirements in coursework, laboratory engagements, or in the general practice.

The Benefits of Reflective Practices The other essential aspect is the influence of reflective study in my professional engagements. Well, in every class I attended, the major requirements existed in three core pillars – what, so what, and what next. In other words, reflective practices improved our learning capabilities from the situational perspective to the experience itself. Firstly, it enhanced self-motivation as one was able to examine his or her preferred specialty in the medical sector. For instance, through it, a person would prepare to pursue a professional line relative to the preferential points in an individual. Thus, it was easy to make professional decisions as to become a doctor, a nurse, or any other healthcare provider services such as community mobilization.

Secondly, it also improved our urge towards general skills development in readiness to handle the expectations at the workplace. Building relationship with both the lecturers and the fellow students represented a working environment. The experience we had in the course was necessary, especially in fostering the overall perception of the medical practice. It exposed us to the real world in which our experience revolved (Raven 767). Despite all the progress made, it was only practical if we could reflect on our coursework, class work as well as the practical skills we gained. In fact, as reflected on our course as a whole, we got full opportunities to step back and review what the course and future work experience would mean to us individually and to the community as a whole (Raven 769).

Therefore, it is an ideal mechanism through which we understood our intuitive understanding by developing them to the extent that we were able to explore new directions. For example, if one is training to become a general surgeon, he or she must be in a position to explore self capabilities to perform successful operations. During our lessons, our major concern was to come out of school as competent as possible to enable us fill the opportunities that could be lying idle in different healthcare institutions, mainly at the local and global levels. Although it was not easy to understand the deficiencies in the medical sector, our practical and coursework skills were intended to meet the expectations by the hiring companies or agencies (Raven 770).