Perioperative self-reflection among surgical residents

Peshkepija, Andi; Basson, Marc D.; Davis, Alan T.; Ali, Muhammad; Haan, Pam; Gupta, R.M.; Hardaway, John C.; Nebeker, Cody A.; McLeod, Michael K.; Osmer, Robert L.; Anderson, Cheryl

doi:10.1016/j.amjsurg.2016.12.007

Cited by 6 publications

(7 citation statements)

References 25 publications

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“…Observations in the clinical setting add the realism of patient interaction but take more coordination to assure the presence of a staff physician as evaluator. Faculty development for the evaluator is essential to assure that proper prereflection and debriefing can be accomplished, both of which can take less than 5 minutes . Prereflection is a pause before engaging in the patient interaction.…”

Section: Communication Trainingmentioning

confidence: 99%

“…Faculty development for the evaluator is essential to assure that proper prereflection and debriefing can be accomplished, both of which can take less than 5 minutes. 17 Prereflection is a pause before engaging in the patient interaction. The fellow acknowledges an area for improvement they would like to work on which allows the evaluator to focus rather than attempting to evaluate the entire exchange.…”

Section: Communication Trainingmentioning

confidence: 99%

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Sharing innovations to enhance renal fellow education in dialysis

Maursetter

Prince

Yuan

et al. 2018

Seminars in Dialysis

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Dialysis care is an integral part of the practice of nephrology. Despite this, education of fellows in providing dialysis often remains rudimentary, relying on a combination of didactics and learning through experience. This runs the risk of training nephrologists who can provide dialysis care without truly being experts on the subject. In this article, a collection of novel or innovative teaching methods is presented that are meant to provide training programs with additional tools with which to improve the training of their fellows in dialysis.

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Section: Communication Trainingmentioning

confidence: 99%

Section: Communication Trainingmentioning

confidence: 99%

Sharing innovations to enhance renal fellow education in dialysis

Maursetter

Prince

Yuan

et al. 2018

Seminars in Dialysis

View full text Add to dashboard Cite

show abstract

“…In the course of surgical training, the process of reflection can often be neglected (Peshkepija, 2017). It has even been proposed that there may be a 'surgical persona' -often portrayed as being action-oriented -that can find the process of reflection a complete anathema.…”

Section: Introductionmentioning

confidence: 99%

Abstracts

2020

The Clinical Teacher

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Background Clinical placement is an important aspect of medical education. During placements students complete workplace-based assessment (WBA), which provide valuable data for educators to understand student engagement. We describe methods to analyse formative WBA data for clinical skills. We focus on Year 1 medical students, who only start to develop self-regulation skills, and it is crucial to support them effectively during placements. Methodology We used WBA data of Year 1 cohorts across three years (16/17, 17/18, 18/19), comprising of: clinical skill title, assessor role, location, timestamp, feedback, and student comment. To assess the feasibility of a data-driven approach on this type of data we used readily available methods: feature engineering, process mining (ProM), and text analytics (scattertext). Results (1) Across all year groups, diagnostic procedure skills (blood pressure) were completed most frequently, followed by consultation skills (history, communication). Number of skill categories increased in later years, from mostly diagnostic procedures in 16/17 to other categories such as infection prevention, clinical management, and professionalism.(2) All groups showed a spike in the number of completed assessments near the end of placement when students were reminded to complete their WBAs. Students in primary placement tended to start completing WBAs later than those on secondary placement.(3) The range of assessor roles showed a decrease in 18/19, while the frequency of peer assessment increased.

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“…Whether a reflection is meaningful is difficult to judge. 3 When reflection is introduced as a curriculum component, formally assessing it signals that reflection is important and a valued part of the course. 26 There are validated measures for assessing reflective writing.…”

Section: Meaningfulmentioning

confidence: 99%

“…However, a preliminary search for insight in the medical education literature failed to identify the term ‘insight’ used in the way described above. Instead the terms reflective practice, reflection, self‐awareness and self‐regulation were used more commonly, 2–4 potentially influenced by Schön's seminal work ‘The Reflective Practitioner’ 5 . Associations between reflection and insight if present were generally unclear 6–9 .…”

Section: Introductionmentioning

confidence: 99%

Reflecting on insight and insights into reflection: a systematic review of insight and reflection in post graduate medical education

Price,

Jowsey,

Weller

2023

ANZ Journal of Surgery

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BackgroundClinicians recognize insight as important for safe independent medical practice. Clinical education literature focuses on self‐reflection. The aim of this review is to describe how clinical educators conceptualize reflection and ask is it analogous to how clinicians conceptualize insight?MethodsUsing PRISMA guidelines, a systematic review of the literature around insight and reflection in postgraduate medical education was undertaken. A thematic analysis of the concepts of insight and reflection was performed.ResultsA total of 75 reports were included in the analysis. The literature focussed predominantly on reflection with little discussion of insight. Three main themes were generated: episodic reflection; cyclic reflection; reflection as a state. Reflection as a state seemed to be the professional quality most often aspired to but was less well defined in terms of educational interventions. When more than one model was described, it was often with a reflective state being the ideal that episodic or cyclic reflection may approximate. It is not clear that it is possible to progress up the hierarchy.ConclusionWe present a novel description of a hierarchy from discrete episodes of reflection, to cyclic processes that involve reflection, through to a state in which the practitioner is reflective. There is no unified understanding of how an individual ascends this hierarchy, or a cohesive description of what insight is for an independent medical practitioner. This review highlights the need for research into how practicing clinicians conceptualize and characterize insight in their training and practice.

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Perioperative self-reflection among surgical residents

Cited by 6 publications

References 25 publications

Sharing innovations to enhance renal fellow education in dialysis

Sharing innovations to enhance renal fellow education in dialysis

Abstracts

Reflecting on insight and insights into reflection: a systematic review of insight and reflection in post graduate medical education

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