372
outcomes are reciprocal, suggesting changes in one area may promote changes in
other areas” (p. 830). Study participants “continually identified self-reflection as
critical to professional development. These findings align with literature suggesting
optimal growth occurs when experience is accompanied by reflection in order to
translate information from one’s experiences into professional change...” (p. 830).
The authors noted that although professional development processes, influences,
and outcomes were similar across the three stages of professional development,
seasoned practitioners reported “a wider range and depth of clinical experiences,
more ways in which their personal lives had intertwined with and affected their
professional work, and perceptions of the field as quite different from when they
began” (p. 830).
Miranda et al. ( 2016 ) characterized “master genetic counselor clinicians” based on
qualitative interviews with 15 peer-nominated genetic counselors. Their descrip-
tion, consistent with Zahm et al.’s ( 2016 ) proposed model of genetic counselor pro-
fessional development, is as follows: “Master genetic counselors have deep empathy
and are inspired by patients and colleagues, and they derive personal meaning from
their work. They are affected emotionally by their work, but effectively manage the
emotional impact. They view their professional development as ongoing, influenced
by colleagues, patients, mentoring, multicultural considerations and their own fam-
ily of origin. They also believe professional development of expertise occurs through
critical reflection upon the experiences one accrues” (p. 767).
13.5.2 Reflective Practice
Throughout your training as a genetic counselor, you have most likely been exposed
to more experienced genetic counselors who served as positive role models and
mentors. Whether in the classroom, clinic, research, laboratory, or other settings,
your interactions with genetic counselors and other genetics and health-care profes-
sionals have helped to shape your view of what it means to be a competent profes-
sional. While hopefully most of these experiences have been positive, you may have
also had interactions with genetic counselors and others that you viewed more nega-
tively, demonstrating attitudes and behaviors you would not wish to emulate in your
own professional practice. One thing you probably realized is that years of experi-
ence alone do not ensure expertise or competence. While some of your most inspi-
rational role models may have been “seasoned” genetic counselors, it’s likely that
you were also inspired by genetic counselors with just a few years of postgraduate
experience. Indeed, some of the participants in Miranda et al.’s ( 2016 ) master
genetic counselor study were individuals who had only a few years of experience.
Zahm ( 2010 ) comprehensively explored the role of reflective practice in profes-
sional development. She states, “Simply engaging in an experience or set of experi-
ences – say, a 10-week clinical rotation- is not enough, necessarily to produce
growth. Two genetic counselors with 5 years of postdegree experience, for exam-
ple, may differ widely in their professional growth, due in part to their willingness
13 Professionalism: Ethically Based Reflective Practice