THE JOY OF USING REFLECTIONS IN HEALTH SCIENCE EDUCATION
Haneme Idrizi,UT Health San Antonio,San Antonio,TX; Jean Petershack,UT Health San Antonio,,; Caroline R. Paul,Univerisity of Wisconsin,,; Elizabeth R. Hanson,UT Health San Antonio,,

Rationale:

Goal:

To build effective reflection activities to engage learners and increase depth of understanding.

Abstract:

Ongoing reflection in practice elevates medical care. Our current generation of rising medical professionals is coming of age in a culture dominated by performance standards, quality metrics, and objective measures of competence. These demands risk tilting the balance away from the art and joy of the health professions.  Reflective exercises offer a contrast, providing trainees an opportunity to gain perspective and increase their sense of well-being, authenticity and overall satisfaction.

How do we work within the practical confines of our courses to engage our learners in a meaningful way in the development of reflective skills? Utilizing interactive, reflective approaches, experienced facilitators, will walk participants through development of an effective reflection activity.  We will share the evidence base for the use of reflection and evidence based best practices in developing a successful reflection activity. We will consider  successful models used in the literature. Participants will learn about documentation of educational scholarship, peer review and interaction vs private journaling vs hybrid models. The facilitators are all experienced in designing and carrying out numerous reflective approaches. We find great joy in delving deeply with our learners and facilitating their development into conscientious, thoughtful clinicians.

           



Objectives:

At the end of the session, participants will be able to:

  1. Discuss the educational significance of using reflections in health science education.
  2. Identify practical uses of written student reflections in the curriculum of their course or educational activity.
  3. Build a simple reflection activity for use in a current or planned course.


Methods and Content:

Timeline:

Time

Activity

Facilitator

Handout

5 Minutes

Introductions

All

 

10 Minutes

Reflection Prompt

Petershack

 

15 Minutes

Didactic review of literature on written reflection use in health science education-possibilities

Petershack

Lit review

20 minutes

Dreaming: Small group brainstorming of reflection uses in health science education, followed by large group reporting out of ideas. 

Idrizi

 

15 minutes

Presentation of facilitator reflection experiences

All

Examples handout

20 minutes

Opportunities: Large group discussion of pitfalls in reflection activity design; emphasis on target learner population, technology, sharing, writing prompts, grading rubrics

Paul

Tips and pitfalls worksheet

5 Minutes

Introduction of Planning Worksheet

Hanson

Reflection Planning Worksheet

20 minutes

Building: Small groups use planning worksheet to design  reflection activity including: learner populations, technology employed, writing prompts, length of submission, sharing vs private, potential grading rubrics.

All

Reflection Planning Worksheet

10 minutes

Sharing of projects and wrap up

Idrizi