critical reflection 4
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Introduction to Critical Reflection
Louise Aronson, MD MFA Marieke Kruidering, PhD Patricia O’Sullivan, PhD
University of California, San Francisco
Learning Objectives
Distinguish critical reflection from reflection
Identify the role of critical reflection in professional development
List the contextual elements that support reflection
Discuss the components of successful reflection
Critical reflection…
• What is it?
• Why should you care?
• How do you do it well?
Reflection v. Critical Reflection
Reflection
A word with many meanings and uses
Reflection
The bending or folding back of a part upon itself
Reflection
The return of light after striking a surface
Reflection
A thought occurring in consideration or meditation
Definitions of Reflection
“Active persistent and careful consideration of any belief or supposed
form of knowledge in the light of grounds that support it and further the
conclusion to which it tends.” (Dewey ‘93)
“A form of mental processing with a purpose and/or anticipated
outcome that is applied to complex or unstructured ideas for which
there is no obvious solution.” (Moon ‘99)
“A generic term for those intellectual and affective activities in which
individuals engage to explore their experiences in order to lead to a
new understanding and appreciation. (Boud ‘95)
“The reflective practitioner is one who uses the tool of reflection to
revisit an experience both to learn from it and to frame murky complex
problems in professional practice.” (Shon ‘83)
Critical Reflection is different
Goes beyond “consideration or meditation”
A skill developed over time
In medicine, a tool for learning and life-long professional development
Critical Reflection
Not just what happened (anecdote)
More than personal opinion of events
Requires
Data gathering and analysis
Integration of past, present and future
Contextualizing and reframing
Learning!
Critical Reflection: UCSF definition
The analysis of personal experience to enhance learning and improve future professional behavior and
outcomes.
Quiz
=
Reflection
Critical Reflection
Bottom line:
Not an expert today, but…
you can become a surgeon
with training, practice &
feedback
Critical Reflection
Not an expert today, but…
you can become good at CR
with training, practice &
feedback
Critical Reflection
What is it?
Why should you care?
How do you do it well?
Why critically reflect?
Improves performance Pre-clinical learning
Patient care
Better professionalism
Lifelong learning
Increasingly required Portfolios
Courses and clerkships
Recertification (coming soon…)
Outcomes Data
Sobral: ↑ student exam performance
Blatt: ↑ student clinical performance with Standardized Patients
Mamede: ↓ resident diagnostic errors
Toy: ↑ residents achieving rotation goals
Sobral 2001, Blatt 2007, Mamede 2008, Toy 2009
Critical Reflection and Professionalism
Critical Reflection is
a core component of professionalism
a tool useful in addressing traditionally overlooked aspects of professional development
professionalism
the informal curriculum
clinical uncertainty/behavioral gray areas
context/conflicts/reasons for behaviors
AAMC 2010, Branch 2002, Hafferty 2010, LCME 2010
The Reflective Practitioner
… is able to identify essential professional problems, to
challenge self-evident ‘truths’, to seek feedback and to use it for
personal professional development.
Schön, 1983
Critical Reflection
What is it?
Why should you care?
How do you do it well?
UCSF LEaP
LEaP = Learning from your Experiences as a Professional
Guidelines to foster Critical Reflection
Included in the handout
Effective Critical Reflection
4 part format based on clinical note structure
4 parts = S.O.A.P. Subjective
Objective
Assessment
Plan
Subjective
Discusses the experience
What happened? (content)
How did it happen? (process)
Why did it happen? (premise/
assumptions)
Considers emotion as well as intellect
Objective
Includes data
Feedback, multiple perspectives
Peer, patient, other professional, faculty
Scholarly/journal articles
Expert consultation
Open-minded, open-ended queries to others involved about their interpretations of events
Web-based resources
Assessment
Draws parallels to past experience
Go beyond the particular experience
How is this a larger challenge or opportunity for you?
Explicitly identifies learning issues
Those selected must stem clearly from the information in S and O
Plan
Should be SMART
Specific
Measurable
Attainable
Relevant
Timely
Note when and how you will assess the plan’s effectiveness
Keys to success
Focus on the analysis, not the story
Devote most of your time to O, A and P
Remember the LEaP offers guidelines, not a cookbook
Demonstrate learning from the critical reflection beyond the experience
Informative data, integration, reframing
Start with the right sort of experience
Choosing the right experience
Read the prompt carefully
Choose a personal experience
where you didn’t have the necessary knowledge or skills
that went well but you’re not sure why
which was complex, surprising, uncomfortable or uncertain
in which you felt personally or professionally challenged
Lessons we learned
Parameters for learner acceptance
Required exercise
Relevant to current learning & priorities
Faculty champions/ culture of reflection
Structured guidelines more effective than prompt alone
Feedback signals importance and supports learning
Summing up
Critical reflection is a skill that can be developed
Doing it well will take effort, practice, feedback, mentoring and time
Exercise 2: Start a Critical Reflection
Read the LEaP Guide to Critical Reflection before beginning your reflection
Use the LEaP SOAP note format to guide your writing
Use as much space as you need. Worskheet provided in packet