Reflective Practice III
Keywords |
Classification |
Keyword |
OFICIAL |
Medicine |
Instance: 2019/2020 - 2S (of 10-02-2020 to 31-07-2020)
Cycles of Study/Courses
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. ; What’s important to you?: the use of narratives to promote self-reflection and to understand the experiences of medical residents, Medical Teacher, 33(3):200-5, 2011, 2011
Branch, W. ; The road to professionalism: Reflective practice and reflective learning., Patient Education and Counseling 80 327–332, 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. 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. 33:846–50., 2011
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. 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 |
50,00 |
Trabalho prático ou de projeto |
45,00 |
Total: |
100,00 |
Amount of time allocated to each course unit
Designation |
Time (hours) |
Estudo autónomo |
7,50 |
Frequência das aulas |
14,00 |
Trabalho escrito |
16,50 |
Trabalho de campo |
2,50 |
Total: |
40,50 |
Eligibility for exams
Participation in 75% of the classes and conclusion of weekly reflections
Calculation formula of final grade
ASS (5%) + PF (50%) + SG (45%0) = FINAL CLASSIFICATION