Reflective practice enhances self-awareness and facilitates deeper understanding of complex problems without obvious solutions (1). There are several excellent reviews of reflection and its educational benefits, including improvement in competencies, clinical performance, and management of systems and patients (2-4). Reflective journaling, critical incident-analysis, and portfolio development are examples of reflective practice used for medical education (5-9). Disciplines such as nursing and physical therapy recommend reflective practice throughout the life of the professional for continuous professional development, beyond the ' training phase (10, 11). However, to our knowledge, there is little written about the use of reflection for physician faculty development, outside of applications for professionalism.
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