Educational Strategies to Enhance Reflexivity Among Clinicians and Health Professional Students: A Scoping Study

Landy, Rachel; Cameron, Cathy; Au, Anson; Cameron, Debra; O’Brien, Kelly K; Robrigado, Katherine; Baxter, Larry; Cockburn, Lynn; O'Hearn, Shawna; Oliver, Brent; Nixon, Stephanie

doi:10.17169/fqs-17.3.2573

Cited by 6 publications

(2 citation statements)

References 69 publications

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“…Critical reflexivity can be developed by encouraging students and practitioners to think about how they construct realities and identities (Cunliffe, 2004). Inculcated during education and early training, critical reflexivity exercises may be given through storytelling, journaling, interdisciplinary service-learning programs, and cultural safety guidelines among others (Landy et al, 2016). Beyond monitoring and analysing one's thoughts and actions, it is necessary to recognize the presence of oppression through overt and covert ableist practices, the role of social power structures that influence our actions and interactions, and the urgency to change certain practices.…”

Section: Promoting Critical Reflexivitymentioning

confidence: 99%

Is occupational therapy an ableist health profession? A critical reflection on ableism and occupational therapy

Yao

Martinez

et al. 2022

Cad. Bras. Ter. Ocup.

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Introduction There is a need to engage in critical reflection and reflexivity to deconstruct ableist conceptualisations and practices in occupational therapy. Objectives: 1) to discuss ableism as a social construction within a practice system, 2) to deconstruct ableist mechanisms employed within occupational therapy practice, and 3) to propose inclusive and justice-oriented practices that can improve patterns of practices within the occupational therapy profession. Method Online discussions and reflective writing, producing critical reflections, were done to curate our experiences and insights based on our personal and professional experiences, thoughts, and observations as Filipino occupational therapy practitioners. Critical reflexivity was seen both as process and output to address the research objectives. Findings Despite the efforts of scholars, educators, and practitioners in employing inclusive and justice-oriented occupational therapy practices, ableism continues to proliferate through overt and covert mechanisms within professional practices. Conclusion As the occupational therapy profession continues to evolve, practitioners are expected to be critically reflective and reflexive to mitigate discriminatory practices and promote inclusive and participatory practices today and beyond. This article hopes to serve as an eye-opener for occupational therapy practitioners and reconsider their doings, knowings, and sayings in their present and future practice.

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Section: Promoting Critical Reflexivitymentioning

confidence: 99%

Is occupational therapy an ableist health profession? A critical reflection on ableism and occupational therapy

Yao

Martinez

et al. 2022

Cad. Bras. Ter. Ocup.

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“…Reflexivität und Reflektivität sind Kompetenzen, die nicht auf den Handlungsrahmen der Forschung beschränkt sind. Sie werden auch in anderen Bereichen wie beispielsweise der Ausbildung eines professionellen Rollenverständnisses in den Gesundheitsberufen zunehmend diskutiert (Landy et al 2016;Al-Eraky 2015;Doukas et al 2012), so dass sich gerade im Rahmen des Forschenden Lernens im Gesundheitsbereich durchaus weitere positive Synergieeffekte ergeben können (Schäfer 2019). Solche empirischen Ergebnisse sind allerdings nicht ohne weiteres auf andere Lerngelegenheiten übertragbar, da sie nicht nur vom jeweiligen Lehrformat sondern auch von der individuellen Lehrerfahrung Studierender abhängig sind (Wulf et al 2020).…”

Section: Chancen Und Herausforderungen Einer Implementation Von Angeb...unclassified

Forschendes Lernen in der Empirischen Medizinethik

Haltaufderheide

Kuehlmeyer

2022

Ethik Med

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ZusammenfassungDer Erwerb von Fach- und Forschungskompetenzen kann im besonderen Maße in Lehrveranstaltungen gefördert werden, die Studierende mit der Bewältigung komplexer Probleme konfrontieren. In diesem Artikel stellen wir didaktische Überlegungen zum Forschenden Lernen in der Empirischen Medizinethik dar. Ausgehend von der Theorie des Pragmatismus zeigen wir auf, wie Forschendes Lernen in Lehrangeboten verwirklicht und für die Förderung medizinethischer Kompetenzen genutzt werden kann. Wir fokussieren dabei auf Lehr- und Lernprojekte, in denen die selbstorganisierte Durchführung empirisch-ethischer Forschung für Studierende prozesshaft erfahrbar gemacht werden kann. Solche Lehrangebote bieten große Potenziale, vor allem im Hinblick auf die Erweiterung von Reflexionskompetenzen der Studierenden. Eine Aufnahme solcher Lehrangebote in die fakultative Medizinethik-Lehre wird im Hinblick auf kontextuelle Herausforderungen diskutiert.

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Afterthoughts: Towards a Realpolitik of Professionalism

Emmerich

Gordijn²

2022

The Bridge Between Bioethics and Medical Practice

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Educational Strategies to Enhance Reflexivity Among Clinicians and Health Professional Students: A Scoping Study

Cited by 6 publications

References 69 publications

Is occupational therapy an ableist health profession? A critical reflection on ableism and occupational therapy

Is occupational therapy an ableist health profession? A critical reflection on ableism and occupational therapy

Forschendes Lernen in der Empirischen Medizinethik

Afterthoughts: Towards a Realpolitik of Professionalism

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