Empowering anatomists at all career stages: The vital role of reflective practice for professional growth

Supporting the growth of anatomy educators is both an investment in individuals and in the future of anatomy education. Anatomy educators come from diverse academic and professional backgrounds and hold varied teaching portfolios. Consequently, their professional needs differ depending on their training, qualifications, and roles. Empowering anatomy educators requires a long-term commitment that combines personal development, institutional initiatives, and a culture of reflection. A cornerstone of this process is reflective practice, which enables anatomy educators to strengthen their teaching, refine their professional identity, and adapt to evolving educational needs. In this viewpoint commentary, we recommend three practical strategies for getting started with critical reflection: (a) writing a teaching philosophy statement (TPS), (b) adopting the Teaching Squares approach, and (c) developing a teaching portfolio, each providing structured opportunities for educators to critically examine and enhance their practice. Established reflective models such as Gibbs' Reflective Cycle, Rolfe et al.'s Reflective Model, and Brookfield's Four Lenses of Reflection can help guide anatomy educators in structuring their critical reflection. Finally, we emphasize that engaging in critical self-reflection is not a tick-box exercise but a deliberate and ongoing practice essential for the professional growth of anatomy educators, as well as the cultivation of a reflective academic culture.