Browsing by Subject "Reflection"

Now showing 1 - 9 of 9
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    A Qualitative Study of Biomedical Engineering Student Critical Reflection During Clinical Immersion Experiences
    (Springer Nature, 2024) Tabassum, Nawshin; Higbee, Steven; Miller, Sharon; Economics, School of Liberal Arts
    Purpose: Clinical immersion experiences provide engineering students with opportunities to identify unmet user needs and to interact with clinical professionals. These experiences have become common features of undergraduate biomedical engineering curricula, with many published examples in the literature. There are, however, few or no published studies that describe rigorous qualitative analysis of biomedical engineering student reflections from immersion programs. Methods: Fifteen reflection prompts that align with program learning goals were developed and structured based on the DEAL model for critical reflection. Undergraduate participants in a summer immersion program responded to these prompts throughout five weeks of clinical rotations. Data from two summer cohorts of participants (n = 20) were collected, and thematic analysis was performed to characterize student responses. Results: Students reported learning about key healthcare topics, such as medical insurance, access to healthcare (and lack thereof), stakeholder perspectives, and key medical terminology and knowledge. Most reflections also noted that students could apply newly gained medical knowledge to biomedical engineering design. Further, clinical immersion provided students with a realistic view of the biomedical engineering profession and potential areas for future professional growth, with many reflections identifying the ability to communicate with a variety of professionals as key to student training. Some students reflected on conversations with patients, noting that these interactions reinvigorated their passion for the biomedical engineering field. Finally, 63% of student reflections identified instances in which patients of low socioeconomic status were disadvantaged in health care settings. Conclusions: Clinical immersion programs can help close the gap between academic learning and the practical experience demands of the field, as design skills and product development experience are becoming increasingly necessary for biomedical engineers. Our work initiates efforts toward more rigorous analysis of students' reactions and experiences, particularly around socioeconomic and demographic factors, which may provide guidance for continuous improvement and development of clinical experiences for biomedical engineers.
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    Critical Reflective Practices: Social Inventory
    (Indiana University, 2022-12) Joslin, A'ame
    This activity is designed for students who are seeking to become elementary school teachers and will be teaching in diverse communities, often very different from their own experiences as students. This is an activity to use for developing critical reflective practices engaging in discussions about diversity, inclusion, identity and social justice. This is a self-reflective activity designed to increase the learner’s awareness of their own perspectives and to encourage them to seek out and include the perspectives of others into their social world.
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    Diagnostic Reasoning Assessment Toolkit: Guided Reflection and Standardized Cases for At-Risk Final-Year Medical Students
    (Association of American Medical Colleges, 2016-07-21) Pitre, Cory; Emergency Medicine, School of Medicine
    Introduction: A failing diagnostic reasoning performance may represent student deficiency in a number of potential areas. However, many standard clinical skills assessments do not offer detailed assessments of diagnostic reasoning ability. This toolkit was designed to identify specific learner deficiencies with respect to diagnostic reasoning by focusing on individual student remedial work and by standardizing faculty evaluation. Methods: Educational objectives were derived from institutional patient care competency learning objectives at the Indiana University School of Medicine. Review of existing clinical skills remediation literature yielded a design that combined two learning methods: guided reflection and standardized patient cases. Results: Over the 2014-2015 academic year, 12 final-year medical students used this resource to help develop an individual remedial learning plan prior to retaking a failed standardized assessment. Students were generally satisfied with the combined guided reflection and standardized case learning methods. Discussion: Unique final-year medical student scheduling pressures, combined with a reporting time line for both institutional high-stakes OSCE remediation exams and the USMLE Step 2 Clinical Skills exam, incentivized failing students to schedule a retest on a short time line, often leaving little time for critical preparation. This resource offered an opportunity to efficiently spend limited preparation time to individualize exam preparation using a variety of faculty facilitators. The simplistic design was readily deployable to multiple faculty remediation mentors. Our institution can now provide a standardized diagnostic reasoning remedial evaluation using numerous clinical faculty based at any of our nine campuses.
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    Editorial: Service Learning, Educational Innovation and Social Transformation
    (Frontiers Media, 2022) Bringle, Robert G.; Santos Rego, Miguel A.; Regueiro, Bibiana; Psychology, School of Science
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    Near-Peer Teaching Opportunities Influence Professional Identity Formation as Educators in Future Clinicians
    (Springer, 2023-11-29) Kruskie, Megan E.; Byram, Jessica N.; Mussell, Jason C.; Anatomy, Cell Biology and Physiology, School of Medicine
    Teaching is a key role of a physician. Despite this, medical students are rarely exposed to the necessary skills and techniques throughout the duration of their education to prepare them for this component of their training. The gross anatomy lab provides a safe environment for students serving as near-peer educators to teach and learn to manage unexpected and uncomfortable situations. Students acting in near-peer teaching roles see a range of benefits from addressing personal weaknesses to improving communication skills and enhancing their anatomy and clinical knowledge, but there remains a lack of insight on how these experiences shape students’ professional identity. This study examined how the professional identities of second-year medical students are shaped by serving as peer educators (PEs) in a gross anatomy laboratory. Gross anatomy PEs from the 2022 and 2025 cohorts recorded audio diary reflections at the end of each week they served as a PE highlighting how this role impacted how they view themselves as future physicians. Audio diary recordings were transcribed verbatim and analyzed using the framework method which includes familiarization, code application, and interpretation. A total of 26 audio diaries averaging 4 min in length were recorded across 11 PEs. Themes included Balancing Workload, Role of a Near Peer, Learning to Communicate, Learning to Collaborate, and Learning through Teaching. Students recognized that in addition to reinforcing their didactic training, serving as a peer educator in the gross anatomy lab helped them build skills necessary to fulfil their future role as a physician educator.
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    Perspectives on Colon Cancer Screening—A Physician Panel Discussion for Preclinical Medical Students
    (Association of American Medical Colleges, 2020-10) Dilly, Christen K.; Craven, Hannah J.; Molleston, Jean P.; Medicine, School of Medicine
    Introduction Colon cancer is the third most common cancer in the US, and the survival rate improves drastically with early detection. It is important for medical students to understand screening options, and to be able to effectively discuss these options with their patients. While basic information about colon cancer screening is ubiquitous in US medical school curricula, no published curricula describe teaching students the nuances of negotiating this discussion with patients and tailoring screening to individual patients' needs. Methods We developed a 90-minute session for second-year medical students as part of a gastroenterology and nutrition course. We provided a short lecture on colon cancer screening. We then had a panel of practicing gastroenterologists and a primary care physician discuss their approaches to six hypothetical cases. The students reflected in writing on what they learned from the session and on their opinions of the session format. Results Of second-year medical students, 139 attended the session and 110 submitted written reflections on the session (79% response rate). The students perceived significant gains in knowledge, communication skills, and attitudes around the discussions. Discussion This expert panel session taught medical students knowledge and communication skills related to colon cancer screening. The session could be easily implemented at any medical school, either at the preclinical or clinical level.
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    Reflection Activity
    (Indiana University, 2022-12-07) Cagnet, Danny
    At the close of each block of learning, students are asked to reflect upon their learning. This reflection assignment asks students to look back and look forward. Students are challenged to consider prior knowledge, new discussion materials, new applications, personal growth, and personal relevance. These questions invite reflection and thought but do not tax the student. By that, I mean students do not have to struggle to understand the question itself. There is enough structure to provide direction but also enough room for their own interpretation and personalization. From the grading perspective, I have found the activity a great snapshot of key take-away points and meaningful moments of learning.
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    Supporting Student Success through Authentic Partnerships: Reflection from Parents and Caregivers. Equity by Design
    (Midwest and Plains Equity Assistance Center, 2017) Morton, Crystal
    When schools engage parents and caregivers as authentic partners in children's learning they begin to break down traditional barriers that have existed between home and school. Parents and caregivers from historically marginalized groups have expressed feeling unwelcome, disrespected, and devalued at school. Although many are involved in the students learning process at home their contributions are rarely acknowledged and, they are forced to either engage in a school-centered form of parent involvement or not at all. Parents and caregivers that feel valued, heard, and respected by schools become part of a strong partnership that benefits everyone especially the students.
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    A Theoretical Framework for Journaling in Graduate Art Therapy Education Curriculum
    (2015) Burke, Bonnie; King, Juliet
    Around the world, art therapy varies in its definition, training process, purpose, and theoretical approach. Furthermore, there is a limited amount of research on international art therapy projects, particularly in developing and transitioning countries. The variations within the field and the limited amount of research make it challenging for art therapists to engage in international art therapy work. An integrative, systematic literature review was conducted to gain an understanding of varying training processes, purposes, and implementations of art therapy in developing and transitioning countries. Contemporary research articles on international art therapy projects were found and integrated in order to create a guiding framework to inform future art therapy projects in these nations. Overall, twenty countries were included in this literature review. The resulting definition of art therapy provides a guiding framework for future work in these areas. This framework includes a crisis intervention theoretical orientation and community- oriented structure. The art therapy approach is studio art therapy with an emphasis on indigenous art making and sustainable art materials. The guiding framework also promotes the training of local community members to utilize art therapy interventions and stresses the importance of avoiding power dynamics that further marginalize oppressed communities.