‘[Now] that I look back, I’m like oh my goodness why did I think like that?’: using critical reflection in training Pharmacy Assistants and Pharmacy Dispensary Technicians working with Medication Assisted Treatment of Opioid Dependence: a case study from Australia.

Abstract

Despite recognition of the importance of critical reflection for professional development in social and health care – particularly regarding professional competency and self-awareness – the use of reflective practice in professional training has received less examination. This paper evaluates the use of critical reflection as a pedagogical approach in training allied health professionals – in this instance, training Pharmacy Assistants (PAs) and Pharmacy Dispensary Technicians (PDTs) towards increasing critical reflection of their service delivery to Medication Assisted Treatment of Opioid Dependence (MATOD) consumers. Specifically, this paper examines a) the embedding of a critical reflection model within training materials; and b) the experiences of participants who undertook this training, including their experiences of applying their learnings to professional practice. Findings present a mixed picture. Despite the training unearthing and deconstructing problematic values and assumptions in the service delivery of MATOD treatments in pharmacy settings, some participants found the recognition of their own biases and prejudices overwhelming. Hence, although the critical reflection model used in the analysis has enormous potential to tackle stigma and discriminatory attitudes towards opioid dependence and MATOD and improve professional practice, greater attention to scaffolding, designing and implementing the process of critical reflection is needed.