reflection as a lifelong learning tool
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Reflection as a Lifelong Learning Tool. Guiding Principles compassion community innovation humanism reflection professionalism communication empathy. Alice Fornari, EdD Barbara Hirsch, MD. Reflection as a SOM Value. - PowerPoint PPT PresentationTRANSCRIPT
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Reflection as a Lifelong Learning Tool
Guiding Principles
compassion community innovation humanism reflectionprofessionalism communication empathy
Alice Fornari, EdDBarbara Hirsch, MD
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Reflection as a SOM Value
“We are committed to embedding in all our learning experiences the time and skills necessary to
consciously examine, interpret and understand the thoughts and feelings that emanate from intense
patient encounters. Through this process of mentored self-reflection and assessment, we
ensure the development of a true learning and professional community capable of nurturing the
transformation from student to physician.”
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Objectives
1. Explore Narrative Practices as integral to humanistic and patient centered care.
2. Actively experience reflective practice tools using a prompt and poem/story to engage in reflective practice.
3. Identify the use of Narrative Practice as a teaching and learning tool across medical education (CME, GME, UGME)
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*Teaching Adults
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Goal: A Community of Reflective Discourse
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Let us Begin to Experience Reflection…
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PROMPT as a Tool: Facilitator Begins with General Guidelines
1. Write freely, everything said in this session is confidential
2. Write within the allotted time (7 min.)
3. Don’t worry about “getting the prompt right”
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Reflective Process #1: PROMPT
Write about a time where you felt a loss of control.
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Prompts in Narrative Medicine A simple invitation to write : “tell the story of your
name” Prompts should be open ended to allow writing
at any level Timing should be limited for written response Sharing of writing in small groups facilitates the
reflective process Journals can be encouraged
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PROMPT as a Tool:General Guidelines
1. Reading – no preamble, no explanations, no adlibbing; just read as written.
2. Feedback/Questions – 1. Base on the text only, do not assume the writer is the narrator
2. Use neutral, passive language
3. Start with positives follow with questions
3. Writer’s Response – You do NOT have to answer any questions
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Storytelling is universal across
cultures: Why read stories/poems?
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Reflective process #2: POEM as a Tool
Fleeing Alzheimer’s
Authored by Sandra Miller
Read the story/poem from start to finish twice : savour the experience
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Read & ReflectHow to Approach a Story or Poem
① Note feelings, thoughts and points of curiosity
② Which character(s) stand(s) out for you?
③ What is the context/setting/worldview of the story?
④ Add a Prompt:Write about a time you forgot something?
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Are these tools realistic in Clinical Education/Practice?
Stimuli for reflective practice leading to humanistic patient-centered care
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4 Domains Supported by Reflective Practice
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Narrative Rounds: Promoting Humanism in Healthcare
Ephraim Rubenstein, MFA Tuesday, January 15th, 2013 Art and Medicine Professor at Columbia University’s
Department of Narrative Medicine
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Narrateur: Reflections on Healthcare
The Hofstra North Shore-LIJ School of Medicine Literary Journal
http://www.narrateur.org Open to all in the SOM and Health System Second submission due date
December 1, 2012, with March publication