Reflective Practice I

Code:

OPT27

Acronym:

PR14

Keywords
Classification	Keyword
OFICIAL	Medicine

Instance: 2017/2018 - 2S (of 05-02-2018 to 13-07-2018)

Active?	Yes
Responsible unit:	Public Health and Forensic Sciences, and Medical Education Department
Course/CS Responsible:	Integrated Master in Medicine

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIMED	10	Mestrado Integrado em Medicina- Plano oficial 2013 (Reforma Curricular)	2	-	1,5	14	40,5

Teaching language

Suitable for English-speaking students

Objectives

Reflective practice is a way of studying your own experiences to improve the way you work. It is very useful for health professionals who want to carry on learning throughout their lives.

The act of reflection is a great way to increase confidence and become a more proactive and qualified professional

Engaging in reflective practice should help to improve the quality of care you deliver and help reduce professional burnout.

Learning outcomes and competences

This course aims to:

• promote reflection about the importance of reflective practice as a student 


• promote the development of greater insight, through the "step back" events and explore the various performance levels, 


• increase the potential for learning that allows to recognize the events and actions of various perspectives,


• promote learning through experience and enhanced self-esteem, 


• Enhance critical thinking and judgment making in less complex situations thereby enhancing patient care. 


• Promotion of psychosocial development and self-directed learning

Working method

Presencial

Program

Critical Reflection in Medical Education Passing from a non-reflective level to a reflective level Definition of learning objectives for the reflective exercises Critical thinking Exepriencial training in reflective practice Feed-back and follow-up

Mandatory literature

Aronson, L. ; Twelve tips for teaching reflection at all levels of Medical Education, Medical Teacher. 2011;33(3):200-5, 2011
Branch, W. ; The road to professionalism: Reflective practice and reflective learning., Patient Education and Counseling 80 (2010) 327–332, 2010
Buckley S, Coleman J, Davison I, Khan KS, Zamora J, Malick S, Morley D, Pollard D, Ashcroft T, Popovic C, Sayers J. ; The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. , Med Teach. 2009 Apr;31(4):282-98., 2009
Vivekenanda-Schmidt P, Marshall M, Stark P, McKendree J, Sandars J, Smithons S.; Lessons from medical students perceptions of learning reflective skills: a multi-institutional study. , Med Teach. 2011;33:846–50., 2001

Complementary Bibliography

Brady DW, Corbie-Smith G, Branch Jr WT.; What’s important to you?: the use of narratives to promote self-reflection and to understand the experiences of medical residents, Ann Intern Medicine 2002;137:220–3., 2002

Teaching methods and learning activities

Seminars - theoretical foundation on the reflective practice in medical education 

Small group sessions - presentation of topics for reflection - reflection and feedback

Portfolio Development - after small group sessions, students should record the activities and insert records in reflective elements

Portfolio Feedback - the faculty will make the feedback to the student individually or by electronic means. Such feedback has a formative character.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	5,00
Trabalho escrito	60,00
Trabalho prático ou de projeto	35,00
Total:	100,00

Calculation formula of final grade

ASS (5%) + PF (60%) + SG (35%0) =  FINAL CLASSIFICATION