Reflection as a Lifelong Learning Tool

Guiding Principles

compassion community innovation humanism reflectionprofessionalism communication empathy

Alice Fornari, EdDBarbara Hirsch, MD

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.”

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)

*Teaching Adults

Goal: A Community of Reflective Discourse

Let us Begin to Experience Reflection…

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”

Reflective Process #1: PROMPT

Write about a time where you felt a loss of control.

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

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

Storytelling is universal across

cultures: Why read stories/poems?

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

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?

Are these tools realistic in Clinical Education/Practice?

Stimuli for reflective practice leading to humanistic patient-centered care

4 Domains Supported by Reflective Practice

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

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