Through the Looking Glass: How Reflective Learning Influences the Development of Young Faculty Members

Higgins, Stacy; Bernstein, Lisa; Manning, Kimberly D.; Schneider, Jason; Kho, Anna; Brownfield, Erica; Branch, William T.

doi:10.1080/10401334.2011.586915

Cited by 13 publications

(6 citation statements)

References 10 publications

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“…In the first year there may be some tension as early learners work through "doing everything the right way" and prioritizing issues in a time limited setting. Group reflection, which provides support, validation, and normalization, can be an effective strategy when learning requires integration of complex experiences and knowledge into one's professional identity (Inui 2006, Higgins 2011, Wald 2015. It is developmentally appropriate and learner-centered because it addresses their real-world experience.…”

Section: Discussionmentioning

confidence: 99%

Teaching the “Family History” Through Group Reflection

Molloy¹,

McGuire²,

Aluri³

et al. 2016

MedEdPublish

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Background: Family health history (FH) is a useful tool for assessing health risk and improving communication among family members, but remains underutilized in primary care practice. The goals of this study were to assess the utility of a content-driven group reflection on family history on student learning, and to equip them with tools to improve their skills in FH assessment. Methods: A 90-minute pilot Family History and Communication Reflection module was developed and made available to first and second-year medical students completing a longitudinal ambulatory clerkship; a group reflection model was used. 16 students (13% of the first year class) participated and 8 students completed the evaluation form. Results: The majority of students were satisfied with the module, would recommend the module to another student, and felt prepared or very prepared to incorporate FH assessment tools into their clinical practice. Conclusions: The pilot FH module was well-received by first-year medical students as a strategy for emphasizing the importance of assessing FH in a busy primary care setting and providing practical tools for FH. The reflective learning approach was cited as helpful for using and building upon prior clerkship experience. Family health history (FH) continues to be an important factor for understanding a patient's risk for

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Section: Discussionmentioning

confidence: 99%

Teaching the “Family History” Through Group Reflection

Molloy¹,

McGuire²,

Aluri³

et al. 2016

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…Drawing from recent work in positive psychology that suggest that character strengths and virtues can be assessed and taught, Bryan recommends a four-step method of reflective practice that integrate virtues and ethical principles in a longitudinal model of curricular reform. Recent faculty development initiatives to teach humanistic behavior among educators appear to show early promise, as do programs like the Gold Humanism Honor Society, which aim to impact institutional cultures as a whole [ 33 – 35 ]. Others have put forth a “moral intuitionist model of virtuous caring” [ 7 ] in which character development is best accomplished by tuning-up moral intuitions, amplifying moral emotions related to intuitions, and strengthening moral virtues, more than by “learning” explicit ethical rules or principles.…”

Section: Discussionmentioning

confidence: 99%

Medical student opinions on character development in medical education: a national survey

2015

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BackgroundRecently United States (US) medical schools have implemented curricular reforms to address issues of character in medical education. Very few studies have examined students’ opinions about the importance of character development in medical school. This cross-sectional study assessed US medical students’ opinions regarding character-focused education and their experiences receiving character feedback from educators. We mailed a questionnaire to 960 third year medical students from 24 medical schools. Respondents received a second questionnaire during their fourth year. Students answered three items that assessed their opinions regarding character development in medical education. They also indicated the frequency of positive/negative feedback regarding their character traits. We also tested associations between these opinions and various demographic, religious and spiritual characteristics. We used the χ2 test to examine bivariate associations between each demographic/religious characteristic and students’ opinions on character development or feedback.ResultsExcluding 41 ineligible respondents, the adjusted response rate for the first questionnaire was 61 % (n = 564/919) and 84 % (n = 474/564) for the follow-up questionnaire. Twenty-eight percent of students agreed that one could be a good physician without being a good person; 39 % agreed that educators should focus on science instead of students’ characters; 72 % agreed that it was educators’ responsibility to train students to have good character; 1 % of students reported no positive feedback from faculty regarding character traits; 50 % reported no negative feedback.ConclusionsUS students in clinical clerkships receive predominately positive feedback from educators regarding character traits. A majority of medical students, regardless of demographic and religious characteristics, are receptive to the role of character development in medical education. This finding suggests that character-based approaches toward ethics and professionalism training may find renewed receptivity among medical students despite recent “professionalism movement” fatigue.

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“…For example, we observed statements of group support and group norms, suggesting that the group itself served as a type of “sense-making” forum where participating faculty could decode the effects of the hidden curriculum on their professional identity formation. 39 Group members adopted norms in the beginning sessions focused on having empathy for patients and teaching empathy to learners. Later, as they advanced in their careers and assumed leadership roles, their narratives and reflective discussions addressed helping one another maintain resilience and integrity in the face of stress and competing values.…”

Section: Evaluationsmentioning

confidence: 99%

“…Later, as they advanced in their careers and assumed leadership roles, their narratives and reflective discussions addressed helping one another maintain resilience and integrity in the face of stress and competing values. 39 …”

Section: Evaluationsmentioning

confidence: 99%

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers

et al. 2017

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Through the Looking Glass: How Reflective Learning Influences the Development of Young Faculty Members

Abstract: Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.

Cited by 13 publications

References 10 publications

Teaching the “Family History” Through Group Reflection

Teaching the “Family History” Through Group Reflection

Medical student opinions on character development in medical education: a national survey

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers

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