Using Critical Reflection in Medical Student Education

02-03-2018 09:36

STFM Scholarly Topic Roundtable Discussion Proposal

2018 Medical Student Education Conference

 

Title:  Using Critical Reflection in Medical Student Education

 

Presenters:

Matthew Holley, PhD

Jennifer Custer

Scott Renshaw, MD

Jennifer Burba, MSEd

 

Abstract: 

Critical reflection can be a powerful teaching tool in medical student education activities.  However, too often, reflective exercises are poorly developed and do not foster deep-learning.  This interactive roundtable sessions will discuss the use of critical reflection in medical education.  In addition, participants will walk away having created or re-shaped an existing exercise along with a plan for assessing learning outcomes. 

 

Learning Objectives:

As a result of attending this session, the participations should be able to:

 

  1. Define critical reflection and its components. 
  2. Describe the various models of critical reflection their use as a teaching tool.
  3. Construct or re-construct a student assignment or project using a critical reflection framework.
  4. Discuss various rubrics for assessing critical reflection and learning outcomes. 

 

Relevance to Medical Student Education: 

Reflection is defined as “a meta cognition process that occurs before, during, and after situations with the purpose of developing greater understanding of both the self and the situation so that future encounters with the situation are informed from the previous” (Sanders, 2009).  In other words, reflection and particularly, critical reflection, allows learners to make meaning of their experiences.  Yet often, reflective exercises are poorly developed and do not foster deep-learning. 

 

As a result, the purpose of this session is to discuss the use of critical reflection in medical education.  More specifically, the session will aid participants in defining the concept and its components.  This roundtable discussion will highlight the benefits of reflection and its use as a teaching tool.  In addition to providing attendees with examples, participants will be encourage to create or re-create their own critical reflection exercise.  Lastly, the session will discuss methods for assessing critical reflection and learning outcomes. 

 

Outline of format, including anticipated time for each element:

 

Given the nature of the roundtable format, the planned format includes:

 

Part I - Welcome and Introduction of Roundtable Participants & Attendees (5-7 minutes):  Each participant will be asked to introduce themselves and their interest for attending. 

 

Part II - A Brief of Overview of Critical Reflection and Its Use as a Teaching Tool (7-10 minutes):  Facilitators will lead participants through a guided worksheet of some the models of reflection such as Schon, Kolb, Gibbs, and DEAL.

 

Part III - Creating Critical Reflection Assignments (15-20 minutes): Participants will be introduced to various critical reflection assignments developed by the facilitators.  Working in pairs, attendees will discuss which critical reflection model was utilized and how the assignment was structured.  In addition, attendees will be encouraged to complete a worksheet developing their own critical reflection exercise.

 

Part IV - Assessing Critical Reflection Assignments & Learning Outcomes (10-15 minutes):  Once participants have completed their worksheet developing their own critical reflection exercise.  The facilitators will guide the table through a discussion of assessment methods that can be used to evaluate such exercises.     

 

What is new or innovative about the content of this proposed session?

With new LCME requirements for schools to include self-directed learning opportunities, critical reflection exercises provide an excellent opportunity for student to determine their own learning needs while also receiving instructor feedback. 

 

References:

Sandars, J. (2009).  The use of reflection in medication education: AMME guide no. 44.  Medical Teacher, 31, 685-695. 

Author(s):Matthew Holley; Scott Renshaw; Jennifer Custer; Jennifer Burba
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