KEEPING REFLECTION FRESH
New Book, Allan Peterkin MD and Pamela Brett-MacLean Ph.D. Editors
Top Educators Share Their Innovations in Health Professional Education
To be published by Kent State Press in their Literature and Medicine series
Our teaching innovations have necessarily been influenced by our own diverse backgrounds, and for many of us, by unique collaborative relationships we have entered and by what we have learned when we have shared and reflected back on our work. In this volume of short descriptive, readable, personal essays, we look forward to highlighting a broad array of representative methods, processes and themes associated with introducing our learners to the benefits of reflexivity and reflection as they become health professionals.
This collection offers an accessible view of our various praxis approaches, and also an opportunity to clarify and further our understanding by thinking with and through our own stories as reflective practice educators.
Here are some general (but non-prescriptive) guidelines for submission:
How do you approach reflection in your teaching?
· Writing (writing prompts/exercises)
· Use of literature (memoir/poetry/fiction), close reading
· Theater; performative, embodied reflection
· Visual reflection (visual art-based workshops, “looking/seeing”); film/video; graphic medicine); dance/movement; music; art exhibits/-performances
· Humor, comedy
· Technology (online), social media (YouTube/blogging, etc.)
· Portfolios; field work assignments
Which themes do you explore?
· Professional identity formation
· Professionalism; the hidden curriculum
· Uncertainty and ambiguity
· Clinical error, patient safety
· Challenging assumptions about gender/class/race/ability/power
· Clinical/ethical acumen/moral imagination; distress
· Clinician burnout and wellness; remediation
· Making sense of simulation technology
· Naturopathic /complementary and alternate healing
· Gender and sexuality
· Architecture/contemplation of physical space
· Inter-disciplinary exchange/learning
· Community building; changing cultures of health care education
Describe your processes:
· Introducing reflection at different stages of professional development
· Fear of reflection, defensiveness, resistance, trust, safety
· Faculty development, mentoring
· Fostering learning communities in support of reflection; changing learning cultures
· Silences, challenges, untoward consequences
· Ethical concerns, practices
We are seeking submissions from 500-1500 words on how you encourage your students and colleagues to become reflective practitioners.
How/Where to Submit:
Please send us your submission as a Word/PDF in the following format:
· Provide an engaging narrative about how this teaching approach came to you
· Offer a clear description of your teaching innovation (with sufficient detail which would allow others to adapt/use it)
· Describe impacts thus far/ future imaginings
· Describe the clinical/ humanities disciplines informing your approach to teaching reflective practice
· Provide a three line bio
Where indicated, include:
· Appropriate authorization for reprinting of text/images and sample student excerpts should be obtained.
· A “top three” list of references/publications/web links/resources if available
Send your submission to:
firstname.lastname@example.org by March 31st 2013