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:
howtoreflect@gmail.com by March 31st
2013
