Medical Reflective Practice Quiz

Harmful actions by healthcare professionals, such as reckless or impaired behavior.

Unintended outcomes from medical treatment, either through actions or omissions.

A healthcare environment prioritizing minimizing harm and learning from mistakes.

Analyzing professional conduct through formal reviews and informal self-reflection.

Obligation to report and learn from unintended patient outcomes.

Structured frameworks that help individuals analyze their experiences and learn from them.

A model that involves describing the experience, analyzing feelings, evaluating the experience, analyzing the experience, creating an action plan, and finally, looking back on the whole process.

A model that emphasizes the importance of concrete experience, reflective observation, abstract conceptualization, and active experimentation in the learning process.

This concept emphasizes the importance of reflective practice in professional settings, where practitioners constantly analyze their actions and adapt their approaches.

A foundational perspective that views medical education as a process of socialization, where students learn not only medical knowledge but also professional values and identities.

The first stage of Kolb's Learning Cycle, involving direct engagement with a situation or task.

The second stage of Kolb's Learning Cycle, involving reviewing and reflecting on the experience.

The third stage of Kolb's Learning Cycle, involving making sense of the experience by drawing conclusions and forming concepts.

The fourth stage of Kolb's Learning Cycle, involving applying the learnings to new situations.

An educational approach prioritizing the individual needs and learning styles of each learner.

The ability to understand and share the feelings of a patient, creating a trusting and supportive environment.

The first stage of Gibbs' Reflective Cycle, focusing on a detailed account of the experience.

The second stage of Gibbs' Reflective Cycle, examining your thoughts and feelings about the experience.

The third stage of Gibbs' Reflective Cycle, assessing the experience and identifying strengths and weaknesses.

The step where you assess the experience, identifying what worked well and what needs improvement.

Understanding the underlying causes of the experience, including your own role and other factors.

Developing a plan to address the areas for improvement identified in the evaluation.

A process of critically examining your actions and decisions as a healthcare professional to learn and improve.

Recognizing how personal emotions can influence your judgement and actions as a healthcare professional.

The feeling of being prepared and capable in a professional setting.

The standard of medical service provided, reflecting the effectiveness and safety of actions.

Regular meetings where healthcare staff discuss the emotional and social aspects of their work, promoting compassion and understanding.

Schwartz Rounds are not meant to address clinical problems or solve specific issues. They provide a space for emotional processing and fostering empathy.

Attending Schwartz Rounds can reduce stress and isolation among staff, improve understanding of different roles, and enhance relational care.

A continuous process of analyzing and learning from professional experiences, aiming to improve future actions.

A cyclical model for reflective practice: Experiencing a situation, reflecting on it, and taking action based on insights gained.

Repeating reflection over a series of related experiences helps identify patterns, deepen understanding, and refine knowledge.

A written exercise where healthcare professionals analyze their experiences, thoughts, and actions, aiming for self-improvement.

A framework for assessing reflective writing, focusing on qualities such as presence, description, analysis, and action.

Regular meetings where healthcare staff discuss the emotional and social aspects of their work, promoting compassion and understanding.

A cyclical model for reflective practice: Experiencing a situation, reflecting on it, and taking action based on insights gained.

A written exercise where healthcare professionals analyze their experiences, thoughts, and actions, aiming for self-improvement.

A framework for assessing reflective writing, focusing on qualities such as presence, description, analysis, and action.

The art and science of helping adults learn. It emphasizes active learning, experience-based knowledge, and self-direction.

Adults learn best through experience. They need to be actively involved in the learning process and apply what they learn to real-world situations.

Adults are often motivated by internal factors such as personal growth, career advancement, or solving problems. External pressures play a smaller role.

Feedback plays a crucial role in adult learning. It helps individuals understand their progress, identify areas for improvement, and stay motivated.

Variety in learning methods, such as hands-on activities, discussions, and simulations, caters to different learning styles and keeps adults engaged.

Adult learning involves developing new skills and attitudes, leading to a shift in understanding and perspective.

Learning through direct experience, participation, and reflection. This approach is highly effective for adult learners.

The process of intentionally reviewing and analyzing an experience to extract its meaning and make it meaningful.

The ability to be aware of and understand our own thinking processes.

The process of stepping back and examining our thinking process to understand the problem and the problem-solving method. It's 'thinking about thinking' and how to do it effectively.

Reflection helps us to improve our behavior, build theories, make decisions, understand our own learning process, develop ourselves personally, and empower ourselves.

The ability to analyze and evaluate information with a discerning mind to form judgments and make decisions.

Reflection can help us understand our own strengths and weaknesses, leading to greater self-confidence and the ability to take action.

Reflection can be used to understand and improve our actions within a group, leading to better collaboration and collective learning.

The first step where you detail the situation, focusing on what happened, who was involved, and the outcome.

The step where you explore your emotions related to the experience, both positive and negative.

The first step in reflective practice: describing the situation objectively, what actually occurred.

Analyzing the event's significance, exploring its deeper meaning and impact.

Reflecting on your own actions in the situation, evaluating your role and decisions.

Identifying steps for improvement, planning future actions based on learning from reflection.

Examining how the experience affected your work and abilities, both positive and negative.

Considering the impact of the situation on others, including their feelings and reactions.

Identifying the positive and negative elements of the experience, learning both from successes and mistakes.

Reflecting on the emotional impact of the situation on both you and others involved.

Maintaining appropriate behavior and etiquette while interacting with patients, like a skilled actor playing a role.

Understanding and sharing patients' feelings, creating a trusting and supportive environment, like a friend listening with compassion.

A careful and deliberate consideration of any belief or idea, examining its supporting evidence and potential consequences.

Engaging with material in a meaningful way, understanding its underlying principles and connections to prior knowledge.

Learning by simply trying to memorize information without deeper comprehension or application to real-world scenarios.

Thinking critically about your own mental processes, understanding your strengths, weaknesses, and how your thinking affects your actions.

A learning theory that emphasizes active construction of knowledge by learners based on their own experiences and interactions with the world.

A theoretical framework suggesting that individuals learn by actively constructing their understanding of the world through interactions and experiences.

Moving from passively memorizing information to actively engaging with material, connecting it to prior knowledge, and forming deeper understanding.

Engaging with content, connecting it to personal experiences, and actively thinking through its meaning, leading to better retention and application.

The first stage where you detail the situation, focusing on what happened, who was involved, and the outcome, like a journalist reporting the facts.

The second stage where you explore your emotions related to the experience, both positive and negative, like a therapist exploring your inner world.

The third stage where you assess the experience and identify strengths and weaknesses, like a teacher grading student work.

The fourth stage where you understand the underlying causes of the experience, including your own role and other factors, like a detective solving a mystery.

The fourth step in Gibbs' Reflective Cycle, where you formulate a plan to address any weaknesses or areas for improvement identified in the evaluation.

The final stage of the 'Now What?' model involves formulating an action plan based on the insights gained in the previous stages. It focuses on what steps to take to improve future performance.

Roger Greenaway's '4 F's' model guides reflection by prompting you to focus on Facts, Feelings, Findings, and Future implications. It's a systematic approach to learning from experience.

The 'Now What?' model is a framework for structured reflection. It helps individuals process an event, understand its implications, and develop an action plan for improvement.

The "So What?" stage in the Now What? model focuses on the implications of the situation. It encourages thinking about the significance of the event and its impact.

Schwartz Rounds are regular meetings where healthcare professionals can discuss the emotional and social aspects of their work. They provide a safe space to share experiences and support each other.

This is the first stage in the Now What? model, focusing on a factual account of what happened. Describe the situation objectively, as if you are reporting it to someone else.

Reflective models, like Gibbs' Cycle and the 4 F's, provide structured frameworks to help individuals analyze their experiences. They encourage systematic thinking and learning.

In the Now What? model, the "What?" stage involves understanding the experience. It encourages a detailed and neutral description of what happened.