Adlt 677 fall 2017 class session 1 updated

Adlt 677 fall 2017 class session 1 updated

• 1.
  Welcome to ourcourse in Reflective Practice For Teaching in Medicine September 7, 2017 ADLT 677 – Teaching in Medical Education (TiME)
• 2.
  Many perspectives onreflection in learning Reflective Practice is a method of assessing our own thoughts and actions, for the purpose of personal learning and development (J. Moon)
• 3.
  What do wemean by “reflective practice?” Stephen Brookfield’s concept of critical reflection David Boud’s ideas about reflective learning through writing Donald Schön’s concepts • Knowing-in-action • Reflection-on-action • Reflection-in-action
• 4.
  Reflection in theKolb Experiential Learning Cycle
• 5.
  Through concrete experience, peoplegrow to have a greater range of emotions
• 6.
  Through reflective observation, peopledevelop increased awareness and capacity to “see”
• 7.
  Through abstract conceptualization,people develop more sophisticated conceptualization schemes
• 8.
  Through active experimentation,people develop an expanded repertoire of behaviors
• 9.
  Jenny Moon’s conceptionof reflection Noticing Making Sense Making Meaning Working with Meaning Transformative Learning
• 10.
  Our Course inReflective Practice Mindfulness Burnout and Resilience Self-Motivation Critical Reflection and critical self- reflection Appreciative Inquiry Authenticity in teaching Narrative Medicine
• 11.
  APPRECIATIVE INQUIRY Reflective Practice forTeaching in Medicine – 2017 An organizational development approach to change Belief that positively-oriented questions can frame how we think about issues University of Virginia created a Center for Appreciative Practice about 10 years ago The book we are using contains questions they have developed for use in their work.
• 12.
  Appreciative Inquiry Foundational beliefs: •People have unique gifts, skills to contribute • Organizations are human social systems and have unlimited relational capacity • Images of future are socially created and when articulated, guide individual and collective actions • In communication, people can shift from problem analysis to productive possibilities Appreciation + Inquiry • Appreciate: affirm, recognize, value • Inquire: discover, ask, study, learn
• 13.
  Fully Affirmative • Focuson organization at its best – past, present & future • Focus on possibilities not problems Inquiry-Based • The “art of the question”: craft unconditionally positive questions about organizational relevance and vitality Improvisational • No singular methodology although based on principles and follows 4-D framework Paradoxical • It does not aim to change. It aims to identify existing strengths and hopes in order to amplify the positive What’s Different about AI?
• 14.
  From change focusedon deficits to change focused on the positive Deficit-Based Change Positive Change Identified problem Affirmative Topics Selective inclusion of people Whole system Problem diagnosis and root cause analysis Discovery of positive core, organization’s narratives Brainstormed list of alternatives Dreams of a better world and organization Best solution to resolve the problem Design to realize dreams and human aspirations Capacity to implement and measure the plan Destiny of ongoing positive change
• 15.
  How Our Courseis Designed  Eight sessions to provide reading time  Each session has two facilitators  Lead the discussion  Use the AI questions selected, or choose others  Can add questions to pose to the group to encourage discussion  Plan to be flexible and “go with the flow”  Facilitators write the blog forum topic afterwards; other class members respond with comments (replies) before next week  End of course reflective paper on learning
• 16.
  Goals for Tonight Getto know each other Review the readings and schedule for suitability with your own goals and purposes for learning Selection of facilitators for each session Use of concept mapping through Cmap – whole class exercise at the end of in-class discussions
• 17.
  Websites worth noting The University of Virginia’s Center for Appreciative Practice:  https://med.virginia.edu/appreciative- practice/  The Maslach Burnout Inventory – for health professionals (be sure to take the Report about Me version as a self-report for $15 if interested  http://www.mindgarden.com/mbi-human- services-survey-medical-personnel/699- mbihssmp-report-about-me.html
• 18.
  Selection of Facilitators Attending: Medicine, Mindfulness, and Humanity (Epstein)  Sept 21 (Patty) and 28 (Chris)  Why We do What We Do: Self-Motivation (Deci)  Oct 12 (Megan and Anshu)  Narrative Medicine  October 26 (Scott Matherly and Sahzene)  Authenticity in Teaching  Nov 2 (Lindsay and Myrlene)  Becoming Critically Reflective  Nov 16 (Scott Armistead)  Interest in Balint Group facilitation to build reflective capacity? Nov 30 / CMap
• 19.
  A Balint groupis a group of clinicians who meet regularly to present clinical cases in order to improve and to better understand the clinician-patient relationship. Balind, M. (1964/1986) . The doctor, his patient, and the illness. London, UK: Pitman Medical, 2nd ed. We have Balint Group facilitators at VCU, including Dr. Steve Crossman and Mary Lee Magee What is a Balint Group?
• 20.
  How We CanUse Concept Mapping  Whole class exercise at the end of facilitated discussions – last 45 minutes of class time  End of course final session to examine where we’ve been and what you’ve learned  Use of CMap, online app for creating robust concept maps  Read about CMap tools: https://cmap.ihmc.us/cmaptools/
• 21.
  Today’s tasks  Hopesand goals you have for the course  Proposing of ground rules for conversations  Overview of course/establishing Rampage blog accounts / use of Blackboard  Selection of facilitators – names / week / topics  Facilitators review the AI questions for relevance  Small group dialogue based on questions posed for tonight  Use of Concept Mapping with CMap
• 22.
  Questions for thestart of the class  What do you find most meaningful about your work as a physician? (Charon)  What was the highlight of your medical education/training? (Appreciative Inquiry p. 89)  What qualities do the people you admire possess? Without being humble, in what ways do you exhibit these same qualities? (AI, p. 91)  From where do you draw the strength of your character? (AI, p. 91