Faculty Development in Interprofessional Education: Designing and Implementing a Successful Program

Virant-Young, Deborah; Forrest, Kathy M.; McCaskey, Sarah; Smith, C. Scott; Saadeh, Claire; Gudakunst, Jane; Sefcik, Donald

doi:10.1007/s40670-014-0071-9

Cited by 4 publications

(4 citation statements)

References 14 publications

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“…Participants possess some degree of autonomy over reflective content [ 101 , 102 , 105 ] however common reflective themes include • Day to day activities and perspectives [ 18 , 126 ] • Challenges [ 127 , 128 ] • Actual case studies [ 129 ] • Views and experiences on a program [ 119 ] • Suggestions for improvement [ 21 ] • Student-patient interaction [ 68 ] • Professionalism in practice [ 61 ] • Ethical dilemmas [ 99 ] • Psychological supervision and clinical reasoning for practice [ 18 ]. Size of group Less than 7 [ 62 , 126 , 129 – 131 ] More than 7 [ 21 , 119 , 132 ] Frequency Once-off [ 130 ] Weekly [ 18 ] Bi-weekly [ 132 ] Every few months [ 129 , 133 ] 1 h 15 min [ 126 ] 90 min [ 132 ] 2 h 15 min [ 18 ] Modality of reflections In person [ 21 , 61 , 126 , 133 ] Online [ 25 , 128 , 134 ] Video review [ 104 , 106 ] Vignettes [ 61 ] Case studies [ 99 ] ...…”

Section: Resultsmentioning

confidence: 99%

“…Frequency of these sessions varied between once-off sessions [ 130 ] to regular meetings [ 18 , 132 ]. Group reflective programs utilized different modalities such as in-person meetings [ 21 , 61 , 126 , 133 ] and online meetings [ 25 , 128 , 134 ] which are scaffolded by other activities reviewing video playback [ 104 , 106 ].…”

Section: Resultsmentioning

confidence: 99%

“…With regards to the assessment of group reflective programs, the most common method used were feedback surveys [ 18 , 86 , 101 , 105 , 109 , 116 , 133 , 134 ] and questionnaires [ 101 , 116 ] to gather feedback and insight into the effects of the programs. Few articles mentioned the use of assessments such as evaluation of portfolios [ 18 ] or ungraded diary entries [ 99 ], or analysing interview transcripts relating to the group reflective program [ 61 ].…”

Section: Resultsmentioning

confidence: 99%

“…The invitation to participate emphasizes privacy and includes information on the number of participants, the facilitator’s backgrounds, the setting, the duration of session, and how information will be shared [ 24 , 89 , 109 , 158 , 163 ]. The participants are also given access to personal debriefs, counselling and/or psychological support after the session [ 30 , 67 , 121 , 133 , 136 , 138 , 150 , 152 , 154 , 157 , 173 , 174 ]. Groups should ideally comprise of participants with similar levels of experience or seniority, or individuals who are comfortable with sharing and discuss their views, experiences, insights and lessons learnt.…”

Section: Discussionmentioning

confidence: 99%

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A systematic scoping review of group reflection in medical education

Phua,

Owyong,

Leong

et al. 2024

BMC Med Educ

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Background Reviewing experiences and recognizing the impact of personal and professional views and emotions upon conduct shapes a physician’s professional and personal development, molding their professional identity formation (PIF). Poor appreciation on the role of reflection, shortages in trained tutors and inadequate ‘protected time’ for reflections in packed medical curricula has hindered its integration into medical education. Group reflection could be a viable alternative to individual reflections; however, this nascent practice requires further study. Methods A Systematic Evidence Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure a review of group reflections in medical education. Independent searches of articles published between 1st January 2000 and 30th June 2022 in bibliographic and grey literature databases were carried out. Included articles were analysed separately using thematic and content analysis, and combined into categories and themes. The themes/categories created were compared with the tabulated summaries of included articles to create domains that framed the synthesis of the discussion. Results 1141 abstracts were reviewed, 193 full-text articles were appraised and 66 articles were included and the domains identified were theories; indications; types; structure; and benefits and challenges of group reflections. Conclusions Scaffolded by current approaches to individual reflections and theories and inculcated with nuanced adaptations from other medical practices, this SSR in SEBA suggests that structured group reflections may fill current gaps in training. However, design and assessment of the evidence-based structuring of group reflections proposed here must be the focus of future study.

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