Reflective endeavours and evidence-based practice: directions in health sciences theory and practice

A range of disciplines, including those in health sciences, have witnessed an increasing emphasis on the discourse of 'evidence-based' practice in professional learning settings, which has a tendency to be viewed as interchangeable with the notion of 'best practice'. In this commentary, I consider the implications of the growth in the dominance of evidence-based discourses for reflective learning as a component of professional learning. In particular, I consider the implications of recent developments for the status of knowledge types such as interpretative knowledge, self-knowledge and experiential knowledge.