أسئلة المحاضرة الثالثة PCM (قبل التعديل)

What to Do in This Reflection Stage

• Reflect on your experience by providing a detailed description, including the people involved, any relevant background information, and how the event made you feel.
• Analyze your thoughts and emotions during the experience, paying attention to both positive and negative emotions.
• Critically analyze the experience by evaluating its positive and negative aspects.
• Reflect on the situation and analyze the reasons behind your actions. Consider any underlying factors that may have contributed to the outcome.
• Draw conclusions from your analysis and identify key lessons learned from the experience.
• Determine what actions you will take as a result of your reflection, setting goals for personal development and improvement.
• Make a plan for implementing these changes in your future practice.

Methods of Reflection

• Written Reflection: Writing a reflective journal or diary is used to document experiences and encourages exchanging feedback and learning from each other's experiences.
• Group Reflection: Engaging in reflective discussions with peers or colleagues helps students to reflect on their performance and identify areas for improvement
• Mentorship & Feedback: Regular feedback from mentors and supervisors allows for documentation of achievements, experiences, and reflections over time.
• Portfolio Reflection: Using a portfolio or collection of evidence that reflects on one's learning and professional development.

Barriers to Reflection

• Time Limitations: Medical professionals often have busy schedules, leaving little time for reflection.
• Fear of Judgement: Medical professionals may fear being judged or criticized by peers or supervisors when reflecting on their experiences.
• Emotional Discomfort: Reflecting on difficult experiences can bring up emotions like guilt, shame, or anxiety, which act as barriers to engaging in reflection.
• Lack of Role Models: If medical professionals do not see reflection being modeled by their superiors or colleagues, they may be less likely to engage in reflective practices themselves.

Situation 1: Performing a Medical Procedure for the First Time

• Description: The individual was tasked with performing a medical procedure (Intravenous line) for the first time under the supervision of a healthcare professional. They followed the necessary steps but encountered challenges and struggled to successfully complete the procedure.
• Feelings: Initially, they felt a mix of excitement and nervousness. As they encountered challenges, they started feeling disappointed in themselves.
• Evaluation: The positive aspect was the opportunity to gain hands-on experience and practice the procedure. The negative aspect was facing challenges and being unable to successfully complete the procedure.
• Analysis: The individual realized that performing medical procedures requires practice and that it's normal to encounter challenges and make mistakes along the way.
• Conclusion: The experience highlighted the importance of continuous learning, seeking guidance, and practicing regularly.
• Action Plan: The individual will seek additional support when learning new procedures, practice regularly, and engage in continuous learning to improve their skills.

Situation 2: Successfully Diagnosing a Rare Condition

• Description: The individual successfully diagnosed a rare condition in a patient by recognizing atypical symptoms and asking for appropriate investigations.
• Feelings: The individual felt proud, accomplished, and validated in their clinical skills and ability to make accurate diagnoses.
• Evaluation: The success highlighted the importance of clinical reasoning and critical thinking and revealed the need for continued learning and staying updated on rare conditions to provide optimal care.
• Analysis: The incident emphasized the significance of thorough assessment, considering differential diagnoses, and asking for appropriate investigations to achieve accurate diagnoses.
• Conclusion: The individual will share their experience with peers and present the case during clinical discussions to enhance learning and promote awareness of rare conditions.
• Action Plan: The individual will continue to develop their clinical skills, stay updated on medical knowledge, and actively contribute to the learning environment by sharing their experiences and cases.

Self-regulation

• Definition: The ability of individuals to monitor, control, and adapt their thoughts, emotions, and behaviors to achieve desired goals.
• Self-regulation & Reflection: Self-regulation is closely related to reflection, as learners must be able to reflect on their own performance to identify areas for improvement.
• The Role of Reflection & Self-regulation in Medical Education: These skills are essential for learners as they allow them to take control of their learning and progress, regulate their own behavior, and take steps to address areas where they need improvement by reflecting on their actions and outcomes.

Importance of Self-regulation

• Continuous Learning & Improvement: Self-regulation drives healthcare professionals to engage in lifelong learning and continuous professional development.
• Adaptability: It equips students with the ability to adapt to new challenges and changes in healthcare practices.
• Patient Care & Safety: Self-regulation enhances commitment to patient care and safety, as students actively monitor their performance and take steps to ensure competence.
• Well-being: Self-regulation contributes to well-being, as self-regulated learners are more likely to manage their time effectively and prioritize self-care.

Reflection

• Definition: A metacognitive process that occurs before, during, and after situations with the goal of understanding the self and the situation to make informed decisions for future actions.
• Metacognition: Thinking about thinking, the awareness and understanding of one's own thought processes.
• In education: A process of turning back thoughts for interpretation and analysis.
• Benefits:
  • Self-awareness: Exploring personal values, beliefs, and emotions.
  • Decision-making Skills: Analyzing decisions and finding ways to improve them.
  • Empathy: Considering the patient's perspective, promoting patient-centered care.
  • Communication: Identifying areas to improve interactions with others.
  • Critical Thinking: Enhancing critical thinking skills.
  • Lifelong Learning: Motivating continuous self-improvement and professional development.

Gibbs Reflective Cycle Model

• Purpose: Provides a framework for individuals to critically analyze experiences, explore thoughts and feelings, and identify areas for improvement
• Six Stages:
  • Description: Detailed description of the event.
  • Feelings: Reflect on emotions during the event.
  • Evaluation: Assess the positive and negative aspects of the experience.
  • Analysis: Understand the situation and identify the contributing factors.
  • Conclusion: Draw conclusions based on the analysis.
  • Action Plan: Determine what to do differently in the future.

Methods of Reflection

• Written Reflection: Writing a reflective journal or diary to document experiences
• Group Reflection: Engaging in reflective discussions with colleagues to exchange feedback and learn from each other.
• Mentorship and Feedback: Receiving regular feedback from mentors and supervisors to reflect on performance and identify areas for improvement.
• Portfolio Reflection: Using a portfolio to document achievements, experiences, and reflections over time.

Barriers to Reflection

• Time Limitations: Busy schedules leaving limited time for reflection.
• Fear of Judgement: Worrying about being judged or criticized by colleagues or supervisors.
• Emotional Discomfort: Negative emotions like guilt, shame, or anxiety while reflecting on difficult experiences.
• Lack of Role Models: Unfamiliarity with reflection being modeled by superiors or colleagues.

Self-Regulation

• Definition: Ability to monitor, control, and adapt thoughts, emotions, and behaviors to achieve desired goals.
• Connection to Reflection: Learners must be able to reflect on their performance to identify areas for improvement.
• Role in Medical Education: Helps learners take control of their learning, regulate behavior, and identify areas needing improvement.
• Importance:
  • Continuous Learning and Improvement: Engaging in lifelong learning and professional development.
  • Adaptability: Adapting to new challenges and changes in healthcare practices.
  • Patient Care and Safety: Actively monitoring performance and ensuring competence.
  • Well-being: Managing time effectively and prioritizing self-care.