Pilot study assessing reflection ability of practicing Australian and New Zealand ophthalmologists using the Groningen Reflection Ability Scale

Mack, Heather G; Filipe, Helena Prior

doi:10.15694/mep.2017.000126

Cited by 3 publications

(5 citation statements)

References 25 publications

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“…Reflections and reflective practices are believed to be important in medical education and medical practice and have been documented in literature. 1,2 There are various models of reflection described in literature. These models describe level of reflection by reflective activity.…”

Section: Introductionmentioning

confidence: 99%

“…These models describe level of reflection by reflective activity. [1][2][3] Reflection is an important feature and integral component of lifelong selflearning and is usually considered to be personal and individual process but group or team can reflect upon their learning. 3,4 Internship is considered as a transition training period of learning from students to practicing doctor or from end of undergraduate study to the beginning of postgraduate study.…”

Section: Introductionmentioning

confidence: 99%

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Reflections of Medical Interns on Internship in Internal Medicine

Piryani

Deo

2019

J Chitwan Med Coll

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Background: Reflection and reflective practices are considered as one of the important components of medical education and imperative for self-directed lifelong learning. The objective of this study was to take reflections of interns what they learnt during posting in internal medicine and challenges they faced and what was gratifying moments. Methods: MBBS course in Nepal is of five and half years including one-year mandatory rotational internship of which 2 months posting in internal medicine. The Internship of first MBBS batch at Chitwan Medical College started in May 2015. At the end of last round of posting of first group within department of internal medicine, written reflections of all interns were taken. The data were streamlined manually and presented. Results: Interns updated and enhanced clinical, report interpretation, correlating clinical condition with lab reports, decision making, management, documentation, counselling and communication skills for a limited time posted in medical wards, OPD, ICU, CCU and hemodialysis unit. Some of the challenges were dealing patients with different attitude, to become responsible trustworthy doctor, responding to expectations of patient and family and to keep patient informed. When patient believes and trusts on us and happily returns home were among the gratifying moments mentioned by interns. In fact, students were not taught about reflection during 4 and half years of study Conclusions: Though interns reflected but approach was not systemic as they didn’t learn about reflection during course of study. Incorporate reflection as a teaching learning and assessment methods in curriculum, implement it and make reflective practice as core professional skill.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reflections of Medical Interns on Internship in Internal Medicine

Piryani

Deo

2019

J Chitwan Med Coll

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reflections of Medical Interns on Internship in Internal Medicine

Piryani,

Deo

2019

JCMC

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Background:Reflection and reflective practices are considered as one of the important components of medical education and imperative for self-directed lifelong learning. The objective of this study was to take reflections of interns what they learnt during posting in internal medicine and challenges they faced and what was gratifying moments. Methods:MBBS course in Nepal is of five and half years including one-year mandatory rotational internship of which 2 months posting in internal medicine. The Internship of first MBBS batch at Chitwan Medical College started in May 2015. At the end of last round of posting of first group within department of internal medicine, written reflections of all interns were taken. The data were streamlined manually and presented. Results: Interns updated and enhanced clinical, report interpretation, correlating clinical condition with lab reports, decision making, management, documentation, counselling and communication skills for a limited time posted in medical wards, OPD, ICU, CCU and hemodialysis unit. Some of the challenges were dealing patients with different attitude, to become responsible trustworthy doctor, responding to expectations of patient and family and to keep patient informed. When patient believes and trusts on us and happily returns home were among the gratifying moments mentioned by interns. In fact, students were not taught about reflection during 4 and half years of study Conclusions: Though interns reflected but approach was not systemic as they didn’t learn about reflection during course of study. Incorporate reflection as a teaching learning and assessment methods in curriculum, implement it and make reflective practice as core professional skill.

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“…Reflections is an important feature usually considered to be personal and individual process, but group or team can reflect upon their learning. [1][2][3][4][5] This core professional skill has not received enough attention in medical schools of Nepal. Patient's understanding regarding the illness plays a vital role in the management of illness.…”

mentioning

confidence: 99%

Reflections of the Participant Interns on “Training Workshop on Patient Counseling”

Piryani

Piryani²,

Sharma

2020

JBPKIHS

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Background: Reflections is one of the core professional skills and integral component of lifelong self-learning. In this study, the reflections of the participant interns on training workshop on “patient counseling” were assessed. Methods: This descriptive qualitative study assessed the reflections of the 74 participant interns of training workshops on “patient counselling”. The written reflections of the participant interns were taken with informed consent on “what is learnt from training workshop”; “personal thoughts or reactions about training workshop” and “how this training workshop helped you in care of patient”. The analysis for the qualitative data was done manually. Results: Sixty (81%) respondents stated that they learnt about methods and approaches of patients counselling. Fifty-five (74%) perceived that proper counselling strengthens communication and the doctor-patient relationship which leads to patients’ good compliance with the treatment, and improved care, and outcome. Seventy (94%) participants found the training workshop very useful and helpful in acquiring the counselling skills, learning communication skills and understanding doctor-patient relationship. Moreover, they felt that the training facilitated them in responding to COVID-19 related concerns of the patients. Conclusion: Patients counselling training is critical for interns to understand the importance of counselling in patients’ care. Reflections can help to consolidate the learning and identify the opportunities to improve patient care and address patient safety concerns.

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Pilot study assessing reflection ability of practicing Australian and New Zealand ophthalmologists using the Groningen Reflection Ability Scale

Abstract: Background: The benefits of reflective practice to foster high standards of patient care are well documented.

Cited by 3 publications

References 25 publications

Reflections of Medical Interns on Internship in Internal Medicine

Reflections of Medical Interns on Internship in Internal Medicine

Reflections of Medical Interns on Internship in Internal Medicine

Reflections of the Participant Interns on “Training Workshop on Patient Counseling”

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