Abstract
The aim of this study is to examine how junior doctors utilize reflective thinking to enhance their competencies in communities of practice when faced with uncertainty. The study employs theoretical frameworks such as situated learning and Dewey's reflective thinking to empirically capture how doctors engage in reflective practices amid their work. The data collection involved shadowing and interviewing junior doctors in the emergency departments of two hospitals in the UK. The study's findings reveal two modes of reflective response. Firstly, the study demonstrates that when professionals encounter surprise or confusion, their typical response is to become attentive and manage the situation by starting reflective practice. In cases of uncertainty, practitioners engage in "active deliberation" which involves purposeful actions and dialogue with the situation to arrive at a proposed solution and resolve the uncertainty. Secondly, when professionals are unable to retrieve a solution from their existing knowledge (a complete breakdown), they create a "learning hub" by utilizing social and material resources to explore potential solutions. This combination of timely access to social and material resources enhances both explicit and tacit knowledge, resulting in the solving of problems in practice and representing use of collective and social reflection. Our study reveal that junior professionals weigh the use of social or material resources carefully, taking into account their reputation within the CoP. The study addresses the limitations of previous retrospective cognitive-focused approaches to reflective practice and suggests practical implications for developing junior professionals.