Beth Ellen Davis MD MPH Developmental Behavioral Pediatrics

Beth Ellen Davis MD MPH
Developmental Behavioral Pediatrics

 What is reflection and
reflective capacity?
 Why is it important to
health professionals?
 How does one build

reflective skills?
http://www.pbs.org/wgbh/nova/body/mirror-neurons.html
 Review, interpretation, and understanding of
experiences to guide present and future behavior.
 Reflection occurs before, during, and after

situations with the purpose of developing greater
understanding of both self and the situation so
that future encounters with the situation are
informed from previous encounters.
 Purposeful critical analysis of knowledge and

experience, to achieve deeper meaning, thus
moves to insight— not just stopping to think.
 Reflective capacity: the ability to reflect

 3 common elements of the
reflective process
 A trigger: an awareness (either

positive or negative)
 Critical analysis: to extract deeper

meaning from an experience
 Development of a new perspective
Atkins and Murphy: meta-analysis, 1993

 BLUF: Ask good questions
 Not to recall/recite, but to synthesize and

evaluate
 Not just about the content (What?) of the

experience, but also the process (How?) and the
premises (Why?) of the experience.
 To practice and develop critical thinking

 To learn from one’s experiences
 To learn for others’ experiences
 To develop professional identity,
understanding one’s beliefs, attitudes and
values in the context of one’s professional
culture
 To link new to existing knowledge and skills,
extending beyond what is known
 To develop insight and increase self-
awareness, self-monitoring, and self-
regulation
 Levels of reflection
 Describes learning
Increasing capacity
 Analyzes learning
 Verifies learning
 Gains new
understanding
 Indicates future
behavior
 Self reflection
development does not
discriminate by age,
discipline, setting.
 Non reflectors
 Reflectors (attention to feeling, association,

integration)
 Criticalreflectors (changed perspective,

relationship seeking, behavior change)
Boud, 1985; Mezirow 1991

WWW.MCHNAVIGATOR.ORG
115
1 MIN-5 MIN “YOU TUBE Videos”
FROM
“Capture Your Flag”
https://www.youtube.com/playlist?list=PL3A
0BD3C1F91CB004
Watch any three videos,
Pick you favorite # video
SELF
OTHERS
COMMUNITY
SELF REFLECTION
REFLECTIVE NARRATIVE SMALL GROUP INTERACTIONS
INCREASED REFLECTIVE CAPACITY
CULTURAL COMPETENCE INSIGHT
PROFESSIONAL COMPETENCE
EMPATHY EFFECTIVE USE OF FEEDBACK
 Portfolio, blogs, professional journaling
 Research implies that educational portfolios provide a
structured forum and stimulus for reflective thinking
and narrative. Enhanced by supportive trainer, clear
objectives, and sufficient time
 Mentoring relationship
 Someone who guides a learner through self-reflection
and make their own reflective activities explicit
 Small group interactions; reflective blogging
 Authenticity
 Interference with self-reflection
 Fatigue
 Sense of “busy work”
Mann, et al, 2009
 Time constraints
 Interview: What additional questions were asked
by others that I did not consider? Did I bring a
bias into this conversation? Was I misunderstood?
What would I do differently next time?
 Community experience: What was new? How is
this relevant to my discipline? Did this activity
challenge my pre-existing knowledge, skills, or
attitudes?
 Lecture: Name one thing that you heard for the
first time in this lecture. This information will
be most relevant in what settings? What is
something you would like more information
about?
 Supervisor creates a safe and welcoming
space for staff members to reflect on and
learn from their own work with a trusted
mentor at their side.
 Reflective supervision builds reflective
capacity in its staff.
 Three core principles: regularity,
collaboration, and reflection.
 Perhaps,“Things are not always what they
seem to be”?
 Perhaps,this situation is especially

“feeling/emotionally laden” ?
 Perhaps,I am not looking for the “strengths

based skills” in this situation ?
Reflection
“looking back to move forward”
Allows one to
 reframe a problem
 Question assumptions
 Process ambiguity
 Look at situations from multiple
perspectives
 Seek knowledge gaps that need filled

Beth Ellen Davis MD MPH Developmental Behavioral Pediatrics

Uploaded by

Copyright:

Available Formats

Beth Ellen Davis MD MPH Developmental Behavioral Pediatrics

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Beth Ellen Davis MD MPH Developmental Behavioral Pediatrics

Uploaded by

Copyright:

Available Formats

What are the three common elements of the reflective process?

What are the three common elements of the reflective process?

What are the three levels of reflection described?

What are the three levels of reflection described?

Beth Ellen Davis MD MPH

Developmental Behavioral Pediatrics

 How does one build

 Reflection occurs before, during, and after

 Purposeful critical analysis of knowledge and

 Reflective capacity: the ability to reflect

 A trigger: an awareness (either

 Critical analysis: to extract deeper

 Development of a new perspective

Atkins and Murphy: meta-analysis, 1993

 Not to recall/recite, but to synthesize and

 Not just about the content (What?) of the

 To practice and develop critical thinking

 Reflectors (attention to feeling, association,

 Criticalreflectors (changed perspective,

Boud, 1985; Mezirow 1991

REFLECTIVE NARRATIVE SMALL GROUP INTERACTIONS

INCREASED REFLECTIVE CAPACITY

CULTURAL COMPETENCE INSIGHT

 Perhaps,this situation is especially

 Perhaps,I am not looking for the “strengths

You might also like