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Teaching Culturally Sensitive Care through Reflective Writing
Published in Michael J. Madson, Teaching Writing in the Health Professions, 2021
Marcelin et al.26 recommended organizational and individual strategies to mitigate unconscious bias, a common barrier to cultural competence. Their strategies include diversity training that is meaningful, deliberation on personal biases, cultural humility and curiosity, and intentional experiences that bring exposure to greater diversity. These strategies lend themselves well to reflective writing, which as a form of reflection, can lead health professionals to greater thoughtfulness, precision, and opportunities for revelation and transformation, culturally or otherwise.
Health Coaching, Motivational Interviewing, and Behavior Change in Women's Health
Published in Michelle Tollefson, Nancy Eriksen, Neha Pathak, Improving Women's Health Across the Lifespan, 2021
Mark D. Faries, Alyssa Abreu, Sarah-Ann Keyes, Tasnim El Mezain, Jessica A. Matthews
Motivational interviewing (MI) is a collaborative communication style utilized to strengthen patients’ motivation and commitment to change.57 This patient-centered approach requires specific training on core skills and processes to facilitate behavior change. The core skills of MI are open-ended questions, affirmations, reflections, and summaries – commonly referred to as OARS. By asking patients open-ended questions, they are encouraged to think openly without persuasion on their genuine answer. Open-ended questions invite patients to provide thoughtful, narrative like-responses, while also maintaining autonomy over the direction of the conversation. Affirmations are statements that accentuate a patient’s strengths, intentions, or efforts. Affirmations also serve as an empathetic approach and encourage more positivity. Reflections convey empathy and interest, letting the patient know that the provider is actively listening and understanding her, while also helping to guide the conversation forward. Summaries provide a recap of what the patient has shared, and can also be utilized to transition from one topic to another within the encounter.
Reflective practice and professional identity
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Stuart Lane, Christopher Roberts
Reflective practice is a concept that is documented and extensively discussed, as well as being a recommendation and requirement of professional organisations of healthcare governance. The GMC (general medical council) has a reflective practice statement, which outlines the principles and importance of the concept.1 The statement gives a positive summary of the experience of being a doctor and highlights some of the potential difficulties – ‘Medicine is a lifelong journey, immensely rich, scientifically complex and constantly developing’. It is characterised by positive, fulfilling experiences and feedback but also involves uncertainty and the emotional intensity of supporting colleagues and patients. This statement outlines that the expectations should be that there will be difficult periods of a clinician's practice, and therefore an ability to synthesis and appraise the context of these periods is vital. The GMC statement is clarified further by stating that ‘Reflecting on these experiences is vital to personal wellbeing and development, and to improving the quality of patient care. Experiences, good and bad, have learning for the individuals involved in the wider system’. The key aspects of this statement regarding reflective practice are that it benefits the practitioner, colleagues and patients; hence, the importance in developing this skill.
The benefits of rotating through palliative care: A qualitative study
Published in Medical Teacher, 2023
K. Brandon Lang, Halle Ellison, Sabine Harvey
Within the context of education, reflection is a pedagogical technique whereby learners write about or discuss their experiences associated with a learning activity such as reading a book, observing a lecture and participating in a play. According to Kolb (1984), the reflective cycle of learning consists of four stages: Concrete experience, reflective observation, abstract conceptualization and active experimentation. Similarly, Gibbs (1988) establishes that the reflection cycle has six stages. These include description, feelings, evaluation, analysis, conclusion and action plan. Both models establish that the effectiveness of a learning activity is enhanced when learners not only reflect upon the activity that they participated in but also incorporate beneficial elements of that activity into future learning activities. To paraphrase Mezirow (1990), reflection is beneficial because it triggers transformational learning, a process in which meaningful educational experiences impact people’s values, beliefs and assumptions about the world (Merriam 2004).
From expert to coach: health coaching to support behavior change within physical therapist practice
Published in Physiotherapy Theory and Practice, 2022
Zachary D. Rethorn, Janet R. Bezner, Cherie D. Pettitt
MI has four key skills that can be summarized by the acronym OARS: open-ended questions, affirmations, reflections, and summaries (Table 3). Open-ended questions should be utilized to create sufficient space for patients to relate what is important to them. Questions that begin with “what” and “how” are used to convey a positive, non-judgmental tone (Rollnick et al., 2010). Affirmations are carefully designed statements used to anchor patients to their strengths and resources as they address behavior change (Miller and Rollnick, 2012). Reflections are valuable because they allow patients to truly hear what they are saying and allow for hypothesis testing on behalf of the clinician that creates connections with the patient. Reflections also allow more space for provocative and transformative change than simple inquiry. Reflective listening is not a passive process; it is thoughtful, intentional listening including directive responses to emphasize or de-emphasize aspects of what the patient says (Miller and Rollnick, 2012). For example, a clinician purposefully chooses to reflect change talk so patients will hear their own arguments for change, thus increasing the likelihood of change. Summary statements help patients organize their experiences. They are succinct, usually no more than 2–3 sentences, can include ambivalence, and reinforce change talk. As with reflections, summaries are intentionally selective and designed to help patients move toward behavior change.
Trainee engagement with reflection in online portfolios: A qualitative study highlighting the impact of the Bawa-Garba case on professional development
Published in Medical Teacher, 2021
Laura Emery, Ben Jackson, Tim Herrick
Reflection is an essential tool for developing the skills required for managing difficult, complex and challenging situations encountered in all areas of medicine. In addition, self awareness and the ability to admit and learn from mistakes is seen as a measure of professional integrity. The Bawa-Garba case truly rocked the UK medical profession, but as yet the consequences have not been fully acknowledged. Following the Bawa-Garba case, trainees are reluctant to engage in reflection, especially that which involves mistakes or near misses, for fear of jeopardising their future careers. Trainers have also adapted the advice offered to trainees about the content and approach to their reflective entries with a view to reducing the risks of self-incrimination. IMGs have been disproportionately affected, highlighted by their trainers as at risk of the medico-legal consequences of reflection, possibly due to lack of previous exposure to reflection as a form of learning and professional development.