6. Reflective practice
04/30/24 • 15 min
Reflection occupies a central position in the professional development of all healthcare professionals but tends to be exclusively on action . Tim and Clare explain how this approach runs the risk of creating learners who are ‘reflective zombies’ and that reflecting in action is more in line with how we practise as professionals. They also explore how as clinical teachers, we can create the right conditions - time, space and trust – for reflection.
Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected].
Hosted on Acast. See acast.com/privacy for more information.
Reflection occupies a central position in the professional development of all healthcare professionals but tends to be exclusively on action . Tim and Clare explain how this approach runs the risk of creating learners who are ‘reflective zombies’ and that reflecting in action is more in line with how we practise as professionals. They also explore how as clinical teachers, we can create the right conditions - time, space and trust – for reflection.
Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected].
Hosted on Acast. See acast.com/privacy for more information.
Previous Episode
5. Developmental conversations
Good supervision involves conversations about both performance and development and is informed by the requirements of curricula and professional standards. It is at its most effective in the context of a mutually agreed educational alliance. Feedback is the most impactful form of developmental conversation that we can use as teachers. It can be challenging but as Clare and Tim warn, there are dangers of ‘keeping mum’.
Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected].
Hosted on Acast. See acast.com/privacy for more information.
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