Table 1.

Overview of theories/models/findings integrated into the model of common elements

Author	Theory/Model/Finding	Summary
Atkins & Murphy	Reflective processes (model)	Three key stages of the reflective process: 1. Awareness of uncomfortable feelings, 2. Critical analysis of feelings and knowledge, 3. New perspectives; associated skills: self-awareness, description, critical analysis, synthesis and evaluation.
Boud	Promoting reflection in learning (model)	Reflection process consists of 3 interrelated stages: 1. returning to the experience, 2. attending to feelings, 3. re-evaluating experience, triggered by experiences and leading to outcome.
Bourner		Interrogating experiences with searching questions distinguishes reflective from unreflective thinking.
Korthagen	ALACT model	Reflection is a cyclic process of: Action, Looking back on action, Awareness of essential aspects, Creating alternative methods of action, and Trial.
Mamede & Schmidt	The structure of reflective practice in medicine (finding)	Reflective practice consists of a 5 factor model: deliberate induction; deliberate deduction; testing and synthesising; openness for reflection, and meta-reasoning.
Mezirow	Transformative learning theory	Reflection leads to changed assumptions and frames of references which ground transformative learning.
Moon	Input-outcome model	Reflection is a mental process that is based on input (theories, constructed knowledge or feelings) that has an outcome/purpose (self-development, learning, decisions, resolutions of uncertainty, ...).
Schön	The reflective practitioner (theory)	Reflection is a key factor for professionals to deal with complex situations and for professional development. He identified reflection-in-action and reflection-on-action.
Stockhausen	Clinical learning spiral (model)	Reflective practice is related to professional growth; Clinical learning consists of preparative phase, constructive phase, reflective practice and reconstructive phase.