الفهرس 
Introduction and RationaleOnly 14 pages are availabe for public view
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Abstract
Medicine and teaching are unique professions that require altruism, stewardship, and commitment to put the service of others first. For medicine, to achieve its sacred mission, physicians need to have both the attributes of healers and the qualities of professionals. They should also demonstrate trustworthiness, morals, values, and responsibly towards the profession. Adding to that, medical professionals should possess the needed qualities to ensure their autonomy for self-regulation and meeting their responsibilities towards the society. Further, the uniqueness of the medical profession is also associated with the nature of the clinical setting where medical students and practitioners are continuously facing ambiguous and wicked problems. The uncertainty in the clinical environment forces them to stop, think, and problem-solve during activity.
Reflection is the self-regulation of actions and behaviors and how to learn from them. It could also be defined as a metacognitive approach to question how we think during or after an event. Reflective practice helps students and physicians to become self-aware of their feelings, assumptions, and how they see themselves in the medical profession. Most of the medical schools have incorporated reflection in their curricula through portfolios, reflective journals, group reflection, and one to one reflection with educational supervisors. Assessment of reflective practice was done using a self-reported questionnaire, rubrics for assessing levels of reflection in students writing and portfolios.
This study was designed to assess the readiness of clinicians and junior faculty in clinical departments to adopt the needed reflective abilities to become both reflective practitioners in their clinical practice and teaching clinical sciences. Participants included in the cross-sectional phase of the study were 206 residents, specialties, and Junior faculty in clinical and academic departments. For the intervention phase, 31 Assistant Lecturers from Four different clinical departments have participated. Three different scales were used for data collection: “GRAS Personal Reflective abilities”, Questionnaire of Reflective Thinking QRT” and “Reflective Teaching Inventory’’. In addition, four focus group discussions were conducted to elicit more in-