Unveiling the benefits of reflective learning in professional legal practice

ABSTRACT

This paper delves into the transformative power of reflection in a postgraduate course focused on professional legal practice. With a dual focus on the learning and professional aspects of reflection, this paper sheds light on the advantages of incorporating reflective practices within legal education. Specifically, it explores the use of reflective writing for assessment purposes at King's College London and examines the broader application of reflection within the MSc Law and Professional Practice course. Drawing on practical experiences and insights gained from the implementation of reflection, the paper offers valuable lessons and recommendations for educators seeking to leverage reflective learning in legal education.

Introduction

In the dynamic realm of legal education, a profound transformation is underway, one that goes beyond the conventional boundaries of theory and practice. This transformation is not merely an evolution; it is a journey into the heart of professional legal practice, where the demands of the modern legal profession necessitate innovative pedagogical approaches. In this context, the power of reflection emerges as a potent force of change, bridging the gap between academic knowledge and real-world legal expertise. This paper embarks on a journey through the world of postgraduate vocational legal education, offering a unique insight into the transformative potential of reflection. It investigates the incorporation of reflective practices within a postgraduate course focused on professional legal practice and its focus extends beyond academic learning to explore the profound impact of reflection on the development of legal professionals.

This paper begins by discussing the importance of reflection as a tool for enhancing learning experiences. Reflection is a concept without a single definition. Moon (1999) would tentatively define it as “a form of mental processing with a purpose and/or anticipated outcome that is applied to relatively complex or unstructured ideas for which there is no obvious solution.” Rolfe et al. (2011), as another example, would define it as follows:

Reflection is a process of thinking, feeling, imagining, and learning by considering what has happened in the past, what might have happened if things had been done differently, what is currently happening and what could possibly happen in the future.

Ultimately, reflection is a process that involves considering one’s past actions in order to learn from them and enable a change to future actions. This paper seeks to highlight the benefits of reflective practices, such as promoting critical thinking, deepening understanding, enhancing problem-solving skills and facilitating personal growth by building resilience and creativity. Furthermore, the paper also underscores the ongoing requirement for reflection from a vocational perspective and the ethical and professional benefits of reflection.

Drawing from the experience of introducing reflection onto the MSc Law and Professional Practice course, the paper then delves into the lessons learned during the implementation process. It discusses the challenges encountered, such as resistance by students to reflective practices, and it explores strategies employed to overcome these challenges, such as the need for scaffolding and guidance to facilitate effective reflection, and ongoing support from instructors. The paper also explores how reflective writing has been integrated into the assessment framework at King’s College London (“KCL”). By sharing these insights, the paper concludes by providing practical recommendations for educators considering the incorporation of reflective learning into their legal programmes, such as highlighting the benefits of reflective learning to students, and providing ongoing guidance and support to students throughout the process. Ultimately, this paper contributes to the growing body of knowledge on the benefits of reflection in legal education.

The MSc in Law and Professional Practice

The MSc in Law and Professional Practice (“MSc LPP”) at KCL is a postgraduate course aimed at non-law graduates. It employs a distinctive problem-based learning (“PBL”) pedagogical approach to facilitate students’ engagement with legal education whilst providing a vocational approach to learning the law through allocating students into virtual law firm groups for their workshops. While the primary focus of this paper is the integration of reflection into the programme, it is essential to provide context and understanding of the PBL methodology as it underpins the learning environment. PBL, as initially conceived by Barrows (1996), encompasses six characteristics that define its unique educational framework:

1. Student-Centred Learning: At the core of PBL is the notion that learning is centred on the student. Instead of a traditional teacher-led approach, students take an active role in their education. They are encouraged to identify their own learning needs and goals, making them active participants in the learning process.

2. Small Student Groups: PBL encourages collaborative learning in smaller groups than would usually be seen in a more traditional-style tutorial. Students engage in discussions, share ideas and collectively tackle complex problems. This collaborative aspect fosters a sense of shared responsibility for the learning process.

3. Tutor as Facilitator: A tutor’s role in PBL is that of a facilitator or guide rather than a lecturer. They provide support, offer guidance and ensure that the learning process remains student-driven. Tutors are not the primary source of information; instead, they empower students to seek knowledge independently.

4. Authentic Problems as Catalysts: PBL starts with presenting students with authentic, real-world problems before they have undertaken any formal study or preparation related to those issues. These problems serve as the catalyst for learning. Students are motivated to acquire the knowledge and skills necessary to address these genuine challenges effectively.

5. Skill Acquisition through Problem Solving: PBL views problems as tools to facilitate the acquisition of knowledge and skills required to resolve similar issues in relevant professions. Instead of rote memorisation, students learn through problem-solving and application of their knowledge to real situations.

6. Self-Directed Learning: A fundamental principle of PBL is self-directed learning. Students take responsibility for their education, including identifying resources, conducting research, and setting their learning objectives. This self-directed approach fosters independence and critical thinking skills.

The bespoke PBL approach employed by KCL for the MSc LPP aligns with these core characteristics, but introduces a unique twist. Unlike traditional PBL, where students receive the authentic problem before any formal instruction, KCL's approach provides students with a lecture in the relevant subject area before presenting them with the problem. This ensures that students have some foundational knowledge of the subject matter to build upon and apply to address the presented challenge effectively.

Notably, the PBL approach employed at KCL draws inspiration from the University of York, where Levett has been instrumental in implementing PBL in the undergraduate law degree. Reflective practice, an integral component of PBL, is fully integrated into the learning and teaching at York Law School, as highlighted by Gibbons (2015) (who was a colleague of Levett). It is this connection with York that influenced the decision to incorporate reflection into the MSc LPP.

Benefits of reflection in learning

In higher education the integration of reflective practice has garnered significant attention due to its multifaceted benefits. While reflective practice has been embraced more fully in certain disciplines, such as medicine, education, nursing and social work, it has historically held a more peripheral role in legal education. Notably, Leering (2014) observed that “reflective practice … was all but ignored in the legal context.” However, it is imperative to recognise the transformative potential inherent in reflective practices, particularly in the context of legal education.

One of the foremost advantages of incorporating reflection into legal education is the development of critical thinking skills. Moon (1999) summarises the benefits of reflective practice as fostering metacognition, providing the opportunity to consider the process of one's own learning, and enabling individuals to critically evaluate various aspects of their experiences. Leering (2019) extends this perspective by emphasising that legal educators aspire to cultivate ethical, proficient and engaged legal professionals who possess an understanding of how law operates within its contextual framework and the capability to critique its shortcomings. Reflection and reflective practice, as Leering contends, are indispensable in achieving these desired outcomes of professional legal education.

Moreover, reflective practice offers profound social and professional value. It contributes to the development of resilience, a characteristic of paramount importance in the legal profession, which is renowned for its high-pressure, high-stress nature (the author is a former City-lawyer). In its 2020/2021 survey of 1,700 legal professionals across the UK, Republic of Ireland, Guernsey, Jersey and Isle of Man, Law Care (2020–2021) (a mental wellbeing charity for the legal community) found that 69% of participants had experienced mental ill-health in the 12 months before completing the survey. Of the 1,700 people who responded to the survey, 60.2% of those came from the solicitors’ profession, and the highest proportion (22.6%) of those identifying as coming from a law firm, identified as junior lawyers, which our students will soon become. Without getting into the debate as to whether a requirement for resilience contributes to cultural problems within the legal profession, many law firms and chambers will cite resilience as a characteristic they look for in their recruits (the O Shaped Lawyer Initiative (2020), for example, cites resilience as a core O Shaped Skill) and so there is an argument that vocational education should help to develop this attribute where it can.

Reflection can promote a deeper approach to learning. It encourages students to truly learn from their experiences, rather than taking a shallow approach to learning that will soon be forgotten. Mann et al. (2009) note following a literature review in the healthcare sphere that “Deep approaches to study appear more likely to occur in association with reflective thinking” and Nicholson (2008) argues that self-reflection may “enhance understanding”. Going hand-in-hand with an enhanced understanding, is an ability to develop a problem-solving approach for future situations. Gibbs (1988), for example, believes that without reflecting upon experiences, any learning potential as to how to tackle future situations effectively is lost. By way of illustration, think about how often you have (obviously in a non-structured way) thought about how you dealt with a situation at work after-the-event, and how you would act differently next time. We need to learn from our mistakes and half of that process is actually taking the time to think about what has happened, what should have happened, and what will happen in the future. Reflection is key to this problem-solving ability in all walks of life.

Additionally, it is crucial to underscore the creative dimension of reflection and its capacity to nurture a distinct writing style. As Gibbons (2015) notes, the reflective report represents a departure from the formal written style typically expected in assessments and professional practice. It encourages a more open and emotionally expressive form of writing, in contrast to the customary formality associated with legal communication. This creative aspect of reflection is vital; it cultivates versatility in writing and communication skills, a valuable asset for aspiring legal professionals.

In essence, reflection in legal education encompasses a spectrum of advantages that extend from the development of critical thinking and resilience to the promotion of deeper learning and creative expression. Recognising these benefits, it is imperative for legal educators to impart the value of reflective practice to students, equipping them not only with the skills demanded by the modern legal profession but also with a profound capacity for self-awareness and adaptability.

Reflection in professional legal practice

In the context of the MSc LPP, a programme with a clear vocational orientation, the significance of reflection extends beyond its educational advantages. It becomes essential to underscore to students the enduring importance of reflection within their future legal careers.

For those aspiring to pursue a career as solicitors, the SRA (2019) lays down explicit requirements in its Statement of Solicitor Competence. Paragraph A2 mandates solicitors to “Maintain the level of competence and legal knowledge needed to practise effectively … including … reflecting on and learning from practice … .”. The SRA (2022) further elucidates the role of reflection in its “Reflect and Identify” guidelines, emphasising that reflection should be an ongoing, regular practice aimed at identifying learning and development needs as they arise.

Prospective barristers are also obligated to engage in reflection. The Bar Standard Board's (2016) Professional Statement for Barristers stipulates that barristers must “Adopt a reflective approach to their work, enabling them to correct errors and admit if they have made mistakes.” Hence, the skill of reflection is imperative for both solicitors and barristers throughout their legal careers, reflecting its status as a fundamental professional skill in the legal field.

And it should be seen as more than just a professional requirement. The ability to reflect has considerable ongoing benefits to the legal profession. Developing an ability to reflect can assist students to develop their legal professional identity, which Gibbons (2019) uses as a term to describe not only academic standards and integrity but also “the greater expectations of professional and ethical behaviour that attaches to those with legal knowledge”. Leering (2014) argues that self-reflection will develop a person’s professionalism and that such reflection implies “personal and professional integration, growing emotional intelligence, [and] ongoing ethical and moral development”. Reflection can also help develop many skills that will be required of any legal professional; Leering (2014), for example, lists communication and interpersonal skills, problem-solving and leadership, and furthermore Leering notes that reflection brings a capacity to deal with change, including change arising from the impact of technology, which feels of particularly current importance given the recent developments in AI.

Even at the academic stage, the merits of reflection within clinical legal education are undeniable, particularly in the context of making ethical decisions and cultivating vital professional skills. Balan's (2021) observations regarding law clinics highlight the pervasive use of reflection in assessing students’ performance. Balan's study conducted at the University of East London's Legal Advice Centre underscores the potential of reflective practice to heighten awareness of ethical issues, often concealed or unspoken, by connecting them directly to students’ experiences in the clinical environment. This process allows students to focus on professional relationships, draws lessons from role models and real-life clients, and fosters the application of professional hallmarks such as punctuality, respect for peers, effective communication, and time management.

In summary, the benefits drawn out in this paper, and presented to the students on the MSc LPP programme, are significant and encompass a broad spectrum. Beyond its educational advantages, which encompass critical thinking, problem solving, resilience and creativity, reflection equips aspiring legal professionals with a set of professional skills crucial for a life-long career in law, such as ethical decision-making and adaptability to an evolving legal landscape. Hence, the decision of the KCL team to incorporate reflection into the MSc LPP is rooted in the recognition of its far-reaching potential outcomes and its alignment with the ever-evolving demands of the legal profession.

Lessons learned from introducing reflection

As the member of the KCL team tasked with building our approach to reflective practice on the MSc LPP, I was keen to ensure we did not fall foul of Leering’s (2019) two perils of introducing reflective practice, the first of which was not providing clarity on why reflection was required. As such, I created a Student Guide to Reflection, which set out the educational and professional benefits of reflection as set out above, and also gave an Induction Lecture restating those benefits. Interestingly, during that lecture the students were asked how many had undertaken reflection in previous learning situations, and only one or two students admitted to having had experience of this. It immediately felt like a hard-sell to students, having expected more of them to have experience of this, so I was glad that I had started the Student Guide and Lecture like a sales-pitch; as Spencer and Brooks (2019) note, “outlining the academic rigour behind theories about reflective practice can be persuasive for law students who are sceptical about its value”. This was achieved through outlining the benefits set out above in the Student Guide with essentially (as Spencer and Brooks (2019) term) a “compressed literature review” in this regard.

The second of Leering’s (2019) perils is choosing a method that is not fit for purpose, something that is too generic and unstructured. Given existing time pressures due to the imminent commencement of the MSc LPP, we could not assess any element of the students’ reflections; the assessment methods for each module had been set when the programme was approved and prior to starting the programme we did not have time to achieve Law School Committee approval to change this. Which left us with a voluntary ask of the students.

Students were therefore asked to reflect after a week’s workshop, in a chosen subject, on how the workshop had gone, how the virtual law firm had worked together, whether there were any particular challenges etc. This was intended to be a relatively quick reflection as students were then asked twice a term to use these smaller reflections to write a full journal entry focusing on their knowledge and understanding of the law, and key skills such as team-work, communication, drafting, research, problem-solving, organisation and time management.

Following the writing of those journal entries, it was intended that the law firm group met with their personal tutor to discuss their entries (during so-called “coffee mornings”). We debated as a team whether it would be better to mix the groups up, in case some of the entries were offensive or upsetting to another member of the team where the group dynamics had not worked well, however decided that, on balance, it would be better to keep the teams as they were for two reasons; first to ensure that students felt as comfortable as possible in these sessions as they were familiar with the other people in the room, but secondly, and probably more importantly, to teach the students that conflict cannot necessarily be avoided in the work place (and to allow them to experience this in a more forgiving environment than the world of work) and to teach the students how to communicate effectively and compassionately in a situation of possible conflict. We also asked the students to pair up with another member of their team to peer review each other’s journal entries, before meeting as a wider group, as a two-way learning experience of getting feedback on their own work, as well as giving feedback on another’s.

The Student Guide, and Induction Lecture, set out lots of tips for the students about reflecting, and also provided examples of reflective writing given by Watton et al. (2001). I also suggested that the students used the Gibbs (1988) model of reflection (Descriptions, Feelings, Evaluation, Analysis, Conclusions, Personal Action Plans) in order to do this.

Despite the initial enthusiasm and a well-structured introduction, the students of the first cohort exhibited reluctance to embrace reflective practice. During the inaugural coffee morning session, it was evident that the majority of students had not engaged in reflection, and those who had, did so perfunctorily, without composing comprehensive journal entries. When inquired about their reticence, the majority of students cited a lack of time and a few expressed scepticism about the utility of reflection, characterising it as trivial. In light of this response, and cognisant of the time constraints within the intensive MSc LPP programme, the requirement for journal entries was subsequently reduced to once a term to reduce the time commitment required of the students. Additionally, students were offered the option to discuss their reflections directly with me. Regrettably, none of the students availed themselves of this opportunity. This, therefore, necessitated a re-evaluation of the approach, prompting the introduction of a more assertive measure to instil the practice of reflection within the programme. As Thomson et al. (2019) note “It was apparent … ..that, ‘if you do not assess it, the students will not do it’, regardless of the potential future benefit”. Cognisant of this, reflection was therefore converted into a compulsory assessment component in Year 2 of the MSc LPP, to engender a more receptive engagement with this valuable practice.

Reflective writing for assessment purposes

The requirement for a reflective assessment was not without precedent at KCL as the Legal Clinic undergraduate module uses a reflective journal for part of the assessment of that module. On the MSc LPP we decided to make reflection a compulsory part of the assessment of a Practice Project in Year 2.

The Practice Project (the “Project”) is a 12,000-word assignment which requires students to choose from a list of pre-set questions which reflect the vocational nature of the course. For example, one of the questions the students can choose is to examine the feasibility of using non-human judges in commercial disputes; whilst we are expecting a critical assessment of the relevant law in this area, this topical work should reflect a more practice-based focus by looking at practical and commercial considerations in order to present strategic advice on this. Pre-setting the questions like this will allow the KCL team to ensure this has a slightly different focus from a standard dissertation. This is a compulsory module so all students who carry on to Year 2 of the MSc LPP will be required to do this.

The process of reflection will require the students to submit a reflective statement with their final submission for the Practice Project reflecting on their progress with the learning outcomes for the Project, including the ability to conduct advanced research into multifaceted real-world problems, autonomous processing and synthesis of legal principles, adeptness in addressing complex legal issues, the provision of tailored and concise legal advice, and an appreciation of the broader commercial context influencing legal problems. An interim statement will be marked, essentially as a formative exercise, when a Chapter of the Project is submitted for comment from the students’ supervisors.

The final reflection will not be given a separate mark to the Project, and as such there are no reflection-specific Assessment Criteria. However, in order to give the students some direction, in the Student Guide to Reflection we have suggested that the criteria the students should aim for when writing their reflection is as follows:

Excellent evidence of reflection on and analysis of experience, together with evidence of application of learning to different scenarios; excellent understanding of alternative perspectives and evidence of application to self-reflection and future action.

The Student Guide was also updated to change the model of reflection. Some students commented that they found the Gibbs model overwhelming and, on reflection (pun intended), I can see why this would confuse students with no previous experience of reflection. As such, I chose to move to the Rolfe et al. (2001) model of “What?”, “So what?”, “Now what?” as although this model really takes the students through the same process as Gibbs, it looks aesthetically less overwhelming due to its brevity.

It is essential to acknowledge that we are now coercing the students into engaging in reflection. Yet as it is not separately assessed, some students may not fully invest in the reflective process. Considering this, there is potential for future reconsideration on separate assessment, which would necessitate approval by the Law School Committee. If the decision is made to formally assess reflection, as Gibbons (2015) warns, the challenge of ensuring fair and consistent evaluation arises, given the inherently subjective nature of reflective work. In this context, the experience and expertise of KCL's Legal Clinic team, which has been evaluating reflective work in the undergraduate Legal Clinic module for an extended period, would be a valuable resource.

Best practices and recommendations

Implementing reflective practices within educational courses, as evidenced by the experience of integrating reflection into the MSc LPP programme at KCL, can be a transformative, but challenging, endeavour. Drawing from this experience and the broader literature, several best practices and recommendations emerge for legal educators considering the incorporation of reflection into their courses:

1. Engage and Persuade Students: The concept of reflective practice may not initially resonate with all students. As Gibbons (2015) notes from discussions with her students, “the concept of reflective practice is not universally popular” and this was certainly borne out by comments from our MSc LPP students this year. As such, students need to be convinced of the benefits of doing this. As noted above, Spencer and Brooks (2019) emphasise the importance of outlining the academic rigour behind reflection. Hence why the benefits set out earlier in this paper were conveyed to our students, both face-to-face in an Induction Lecture, and also in a written Student Guide on Reflection. We have to answer the question “why are you making us do this?”. Even with outlining these benefits, we did still see reluctance from our students to do this in our initial iteration, but I suspect there would be universally more reticence without doing this as students will often allocate their time to the things they think will be beneficial to them in terms of becoming successful learners, and ultimately passing their assessments.

2. Provide a Reflective Model: Consider recommending a specific model of reflection to students. I chose to recommend the Gibbs model and then latterly Rolfe et al. Spencer and Brooks (2019), for example, state that “structured prompts are indeed very helpful to students, and act as a kind of tutorial to help guide them through reflective analysis”. Not only did I recommend a model, but the model also includes the questions asked in the relevant model, for example in the “So what” section of Rolfe et al. (2001), the Student Guide includes questions for the students to answer such as “what could I have done to make the situation better?” Some would query whether, given the subjectivity of this process, recommending a particular model is appropriate. The undergraduate Legal Clinic module at KCL, for example, does not recommend a model but simply suggests a variety of models that students could consider. Similarly at York Law School, Gibbons (2015) did not recommend a particular model either given the concern that this requires “importing models created in different disciplines, and for different purposes”. Whilst I do understand that concern, if I were a student faced with a requirement to do something I had no experience of, I would like a structure to work through, and so I feel that this should certainly be considered by anyone wanting to introduce reflection. An alternative to providing a full model/structure is to provide prompts rather than a model. Spencer and Brooks (2019), for example, use a “Critical Incident Report”, which focuses in particular on verbs, and asks students (in crude summary) to Identify an event, Interpret it from multiple perspectives, Evaluate and Explain its impact on you, Evaluate and Appraise how you dealt with it, Examine, Assess and Evaluate what you have learnt and Formulate and Defend a plan of how you will approach future incidents.

3. Offer Ongoing Guidance and Support: Reflection is a skill that often requires guidance and practice. Help and guidance will need to be ongoing. As Trede and Smith (2012) conclude, “learning reflective practice requires skilful facilitation”. Students are likely to need a lot of guidance from tutors. This was somewhat lacking in our initial reflection model on the MSc LPP, and through using the interim reflective statement on the Project, guidance can be given by tutors at this stage on the students’ reflections allowing them to work on this further prior to final submission. A formative opportunity seems a good idea for this, and I would have thought essential if the reflection is to be assessed.

4. Provide Exemplars of Reflective Writing: To help students understand what constitutes effective reflective writing, offer examples or exemplars of well-crafted reflective pieces. Gibbons (2015) noted that she intended “next year to give more guidance to students on what good reflective writing looks like, by using the freely accessible resources created by Jennifer Moon”. By way of lucky coincidence (having not read Gibbon’s article on reflection until after creating our approach for the MSc LPP), as noted above I had actually included some of these resources (from Watton et al (2001)) within the Student Guide on Reflection which show the difference between purely descriptive accounts of a situation and truly reflective accounts. Spencer and Brooks (2019) similarly argue that “if students are required to produce reflective writing, then … ..teachers should make it very clear what they mean by good reflective writing”. The Legal Clinic module on the Undergraduate programme at KCL also provides students with examples of past students’ reflective journals by way of example. This is something that I intend to use for our future students where permission is given by our students this year during their Project.

5. Define the Focus of Reflection: Clarify what you want students to reflect upon. The two alternatives we chose from initially and subsequently were: (a) asking the students to reflect on their practical experiences during the course, their learning experience and the key skills they have learned (building towards their professional identity); and (b) reflecting on preparing for, and taking, their assessments. I would tentatively argue that the former is more likely to reap the benefits to be gained by reflection in that it is more likely to be done more frequently than the latter, and therefore was the reason we initially opted for this. And it is for time reasons, and compulsion, that we have moved to the latter by moving reflection into the Project, arguably lessening the benefits achieved by this process. You may take the view that we have, that something is better than nothing, but if choosing to introduce reflection throughout an academic course more generally, the time implications of this need to be borne in mind. The two options we chose are of course not the only things that students could be asked to reflect upon. For example, the students taking the King’s Legal Clinic module at postgraduate level are asked to reflect on their experiences advising clients and their development during the module. On the undergraduate Clinic module, students are asked to choose certain themes to reflect upon during their clinic experience, such as the role of the lawyer and ethics, or the development of skills like team work. Whatever is chosen, there needs to be a clear definition given for students so as to not fall foul of Leering’s (2019) peril of choosing a method not fit for purpose in that it is too generic.

6. Assessment of Reflection: If reflection is to be formally assessed and graded, define clear learning outcomes and assessment criteria. Be clear on how the reflection (in whatever form) should be assessed. As noted earlier, Thomson et al. (2019) suggest if you do not assess something, students will not do it. Our experience on the MSc LPP has so far borne that out. So, if the reflection itself is going to be formally assessed and given a grade, then learning outcomes need to be clear, there need to be clear marking criteria available to both students and staff and (due to Gibbon’s concern noted above about the subjectivity of this type of work) previously experienced marking teams are likely to need significant training on how to mark in this sphere, accompanied by a detailed moderation and standardisation process. To a certain extent, I have shamelessly shied away from this challenge given that our reflection within the Project will not be separately assessed, but were we to change that, then this needs significant consideration.

7. Promote Peer Review and Collaboration: Peer review can be a valuable component of the reflective process, encouraging students to provide feedback on each other's work. Søndergaard and Mulder (2012) have written much about the benefits of peer reviewing another’s work, but is this appropriate for such a personal piece of work? Conversely, would peer reviewing aid in building the resilience we want from reflection? Our coffee mornings were also intended to operate as a form of collaborative, group review which Thomson et al. (2019) would recommend “to create a supportive, constructivist foundation”. I don’t have answers to any of these questions, but they are simply intended as prompts for things to think about for anyone considering introducing reflection.

Incorporating reflection into an educational programme requires careful planning, clear communication of its purpose and benefits, structured guidance for students, and ongoing support and assistance. By following the above best practices and considering the nuances of reflective practice, legal educators can effectively integrate reflection into their courses, fostering deeper learning and enhanced professional development among their students.

Conclusions

The journey of incorporating reflection into educational courses, as exemplified by the experiences shared within the context of the MSc LPP programme at KCL and the broader insights from educational literature, underscores the transformative potential of reflective practices in both learning and professional development. It also highlights the challenges and considerations that educators must address when integrating reflection into their curricula.

This process has been an interesting journey of personal, professional reflection for the author. Given the MSc LPP was a new course at KCL, it was important for us to try different things and not provide more of the same. It is fair to say that the initial cohort did not take to reflection in the way I had hoped they would, but that was obviously a good opportunity to take my own advice and reflect on where this went wrong, and ask myself “Now what?”. There are so many benefits to reflection that we did not consider dropping this entirely from the course, which given the experience in the first year of the MSc LPP would not have been an entirely unjustified outcome. We simply need to adapt this, and improve.

The benefits of reflective practice in legal education, as outlined in this paper, are substantial. Reflection nurtures critical thinking, enhances professional skills, and promotes deeper learning by encouraging students to draw meaning from their experiences. It has clear relevance in preparing future legal professionals, fostering resilience, and equipping them with the adaptability needed to navigate the evolving legal landscape. However, introducing reflective practices in an educational setting is not without its challenges. Students may initially resist or misunderstand the purpose of reflection, necessitating effective communication of the rationale and benefits. Clear guidance and structured frameworks, such as recommended reflection models, prove instrumental in assisting students, particularly those unfamiliar with the reflective process. Educators must be prepared to provide continuous support and facilitate meaningful reflections.

The decision regarding the focus and assessment of reflection requires careful consideration. Reflective activities may centre on many activities, depending on the course's objectives, but if reflection is to be focused on an assessment activity, and is going to be assessed itself, explicit learning outcomes and assessment criteria are essential, accompanied by rigorous training for marking teams. Alternatively, peer review can serve as a means of encouraging engagement and collaboration among students.

I intend to update this paper once the first iteration of the Project has happened and reflect again on whether the changes we have made were successful. However, I do also intend to reconsider whether we can use reflection more widely in the curriculum. Ironically, having essentially been told that the students did not have time to reflect in the way we envisaged (feels similar to the requirement where we suggest to (already overworked) students they may do Further Reading!), I do wonder if we need to be asking them to do MORE of this. More in the sense that we embed this fully into the curriculum, potentially into every module, and carve out some time in each module curriculum to carry out reflective activities. If this were to be a way forward, I am mindful of Leering’s (2019) warning that “reflection fatigue” can set in.

For now, I will wait and see how the students get on with reflecting in the Project and hope that the best practice and recommendations given above will serve as useful to anyone considering introducing reflection in their course. Reflective practices, when effectively implemented, hold the promise of enhancing the educational experience and nurturing the professional growth of students.

In essence, the incorporation of reflection into educational courses represents a dynamic journey that demands thoughtful planning, proactive engagement with students, and a commitment to nurturing reflective skills. It is a journey worth undertaking, as it equips learners with essential attributes and competencies to thrive in their chosen fields, fostering lifelong learners who can adapt to the challenges of the future.

Disclosure statement

No potential conflict of interest was reported by the author.