REFLECTION in a PROFESSIONAL PORTFOLIO IT WORKS! Author: Susan O Leary Date: October 20, 2012

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1 REFLECTION in a PROFESSIONAL PORTFOLIO IT WORKS! Author: Susan O Leary Date: October 20, 2012

2 Le Portfolio Professionnel comme outil d introspection: ça Marche! Auteur: Susan O Leary Date: 20 octobre 2012

3 I do not have an affiliation (financial or otherwise) with a pharmaceutical, medical device or communications organization. Je n ai aucune affiliation (financière ou autre) avec une entreprise pharmaceutique, un fabricant d appareils médicaux ou un cabinet de communication. Author: Susan O Leary Date: October 20, 2012

Je n ai aucune affiliation (financière ou autre) avec une entreprise

4 Who am I?

5 Who is this? 5

6 The Key Points The process of reflection can be effectively taught to residents Reflection can be integrated into the resident portfolio

7 Definition of Reflection A generic term for those intellectual and affective activities in which individuals engage to explore their experiences to lead to a new understanding and appreciation. 7

8 Definition of a Portfolio A portfolio is a collection of assessment tools:» Logbooks» Multi-source feedback» Learning diaries» Encounter cards» Essays» Reflective narratives 8

9 The Professional Portfolio Reading Education Reflection Simulation Life-long learning Well-being 9

10 Workshop to Teach Reflection 10

11 Video Exercise 11

12 Questions to guide Reflection 1. What and when was the event that stimulated learning? 2. What was learned, i.e. what will you change in your practice in the future? 3. An example of how the learning has been applied (what did you actually change?) 4. What needs to be learned next (did the change lead to new questions? If so, what?) 5. How will I answer the new questions? 12

An example of how the learning has been applied (what did you actually change?) 4.

13 Facilitated Group Discussion 13

14 The Reflective Narrative Narrative» Read» Write» Discuss» Feedback 14

15 Read 15

16 Write a Narrative 16

17 Discussion and feedback 17

18 Did this Work? 18

19 Resident feedback on reflection 19

20 Wear your Reflection Hat 20

21 The process of reflection can be effectively taught to residents Reflection can be integrated into the resident portfolio IT WORKS! 21

22 Thank-you Dr. Andrew Major Diana Deacon Dr. Chris Jenkins

23 Help us improve. Your input matters. Aidons-nous à nous améliorer. Votre opinion compte. Download the ICRE App, Visit the evaluation area on Level 2 near registration, or Go to to complete the session evaluation. Téléchargez l application de la CIFR Visitez la zone d évaluation, au deuxième étage près du kiosque d inscription Visitez le afin de remplir une évaluation de la séance. You could be entered to win 1 of 5 $100 gift cards. Vous courrez la chance de gagner l un des cinq chèques-cadeaux d une valeur de 100 $.

24 Questions? Thoughts. 24

26 Reading References Kearney, R.A. Defining Professionalism in Anaesthesiology. Medical Education. 2005; 39: Stern, D.T. and Papadakis, M. The Developing Physician Becoming a Professional. NEJM. 2006;355: CMA Policy Medical Professionalism 2002 Canadian Medical Association 26

27 Questions to Residents for Feedback 1. Do you think this was a valuable exercise? 2. Do you think the time you invested was worth your effort? 3. Do you think it is something we should continue in our program? 4. Do you think it made you think about your role as a professional? 27

28 Narrative Review Form This resident demonstrates an understanding of this particular role This resident is able to reflect upon the narrative clinical or non-clinical experience provided and demonstrate an ability to assess what areas were done well and what areas could be improved upon in the future: Comments by faculty member: Documentation that narrative review was done should be submitted to the program office and program director for inclusion into the resident s file, and a copy given to the resident. The actual portfolio would remain with the resident, and would not go into the resident s file. 28

29 Stages of Reflection 1. Description: What happened? 2. Feelings: What were you thinking and feeling during the event? 3. Evaluation: What was positive or negative about the event? 4. Analysis: How can you make sense of, or understand the event? 5. Conclusions: What alternatives to your actions existed? 6. Action Plan: What would you do the next time a similar event occurs? 29

30 References Aronsen, L. (2011). Twelve tips for teaching reflection at all levels of medical education. Medical Teacher, 33, Brookfield, S. (1995). Becoming a critically reflective teacher (1st ed.). San Francisco: Jossey-Bass. Kember, D., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., Tse, H., et al. (2001). Reflective teaching and learning in the health professions: Action research in professional education. Oxford, UK: Blackwell Science Ltd. Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress (1st ed.). San Francisco: Jossey-Bass. Schön, D. A. (1987). Educating the reflective practitioner (1 -- ed.). San Francisco: Jossey-Bass. Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., & Colthart, I. (2009). The effectiveness of portfolios for post-graduate assessment and education: BEME guide no 12. Medical Teacher, 31(4), Wald, H., Borkan, J. Scott Taylor, J., Anthony, D. & Shmuel, P. (2012). Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing. Academic Medicine, 87 (1), Wear, D., Zarconi, J., Garden, R., Jones, T. (2012). Reflection in/and writing: Pedagogy and practice in medical education. Academic Medicine, 87(5),

31 Dr. Susan O Leary susan.oleary@med.mun.ca 816e-c0ece32d71ed/Home.aspx 31

Optimization of clinical teaching feedback delivery in radiology residency. Colin Mar, MD Silvia Chang, MD Bruce Forster, MD

Optimization of clinical teaching feedback delivery in radiology residency Colin Mar, MD Silvia Chang, MD Bruce Forster, MD I do not have an affiliation (financial or otherwise) with a pharmaceutical,