said in 450BC ”Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand”. This is the involvement part. It transforms you from being an observer to being a participant. Try to recall the things that were going on inside your head; how you were feeling when the event started; what you were thinking about at the end; how your thoughts changed as the events progressed. What always happens when I go through this part is that I remember a fact I’d forgotten, or blanked out (like that mobile phone). You can always go back and add any new point to the facts section. It proves that the more truthful you are, the better the model works. Stage 3 – Why did it happen? This is an indepth analysis of the event. Try to evaluate and make a judgement about what has happened. Consider what was good about the experience. How did you manage to put something learnt from your CPD, for example, into practice? What didn’t go so well or turn out how it should have done? Make a comparison with your pre-event plan (the last part of the circle). You might find it easier to break the event down into its component parts so they can be explored separately. Try looking at it from different angles. If you do this for a work event, consider how anyone else present, including the client, would have viewed proceedings? Ask yourself what you could have done differently. Stage 4 – What next? This is the planning stage. When a similar event occurs again what – if anything – are you going to change? This bit is the proof that you have learnt something from the exercise. If you are not going to change anything, then write down your reasons, because it may well be a catalyst for going through the stages and re-evaluating to prove to yourself that you were right not to make changes. You might now want to go “around the circle” for a second time to make sure you have covered everything.

The final stage Go back to the top. You have a new plan of action. Put the plan into action and then repeat your cycle of reflection. This may all seem a little daunting at first but it becomes very much easier with practice.

PORTFOLIOS You need to keep your written

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reflections for future reference. Reflection is a very personal experience. It’s your thoughts and your actions and often you can be very hard (maybe too hard) on yourself. Your written reflections are in effect a diary and people can be very sensitive about others reading their diary. However, it’s not enough just to do CPD – you have to prove that you have done it. In fact, for the HPC registered professions it is a requirement of registration that you record your CPD; a percentage of the members are audited every year to prove they are doing so. The method of recording is via the compilation of a portfolio. This is basically a record of who you are and what you do, and your record of learning and achievement. Portfolio requirements vary from profession to profession but most will want something along the lines of: n A summary of your practice history describing your role and the type of work you do (including a job description is a good idea). n A personal statement, describing how you meet the professional standards and requirements of your organisation, including any personal development planning, the learning needs you have identified, and the activities you are doing to meet them. n Evidence of CPD, covering what did you do and what have you learnt, with a short written piece describing the particular activity, how you put it into practice and what you learnt (this is where you put your reflectives). The good thing about portfolios is

that as well as recording your CPD they are perfect for taking to job interviews to prove what a great candidate you are for the job. A web search on portfolios and personal development plans will result in lots of instructional articles. Almost every NHS trust seems to have its own detailed site. I have referenced a couple of the sites below (10,11).

CONCLUSION You needn’t be afraid of CPD. It’s easy. It’s a constant process. It comes from multiple and easily available sources, many of which are inexpensive or even free. It makes you better at what you do. The real learning comes not from the courses you do or the articles you read, but from doing things and reflecting honestly on what you have done. Go and try it now. The first reflective you do will be time-

Figure 4:

Compile your portfolio

consuming because it’s a new skill that requires practice, but it does get easier. Give it a go.

References

1. Health Professional Council http://bit. ly/4BZ4yO 2. Atkinson K. SWOT Analysis: a tool for continuing professional development. International Journal of Therapy and Rehabilitation 1998;5(8):433–435 3. Newberger N. Creating a personal career map http://bit.ly/8tYdD0

4. Dale E. Audio visual methods in teaching. Holt, Rinehart and Wilson 1969 ISBN 9780039100544 5, The Chartered Society of Physiotherapy www.csp.org.uk 6. British Chambers of Commerce www.britishchambers.org.uk 7. Jasper M. Foundations in nursing and health care – Beginning reflective practice. Nelson Thornes 2003 ISBN 9780748771172

8. Kolb DA. Experiential learning. Prentice Hall 1984 ISBN 9780132952613 9. Schön D. The reflective practitioner. How professionals think in action. Basic Books 1983 ISBN 9781857423198 10. Holloway J. CPD portfolios and personal development plans: Why and how? Advances in Psychiatric Treatment 2000;6:467–475 11. Scottish NHS http://bit.ly/5fNpfQ

THE AUTHOR

Bob Bramah is a founder member of the Sports Massage Association and a chartered physiotherapist specialising in

soft tissue treatment. He has worked in premiership rugby union and football and with the England cricket team. He is the soft tissue therapist for the GB diving team and also works for UK Athletics and in private practice, as well as lecturing on sports massage at the universities of Salford and Derby. He is the Editor of sportEX dynamics.

sportEX dynamics 2010;23(Jan):14-18

SUMMARY HISTORY

STATEMENT

THE EVIDENCE PERSONAL

PORTFOLIO