Reflection on the Subject Teaching Session - Essay Example

?Educational Review Reflection and Analysis of Feedback on Own Teaching Introduction to Reflective Practice Reflective practice has been in use for afew decades for professional development. The concept was introduced in the early eighties and has since come a long way in its application and development The previous concepts of learning in class and applying theoretical knowledge are giving way to more dynamic methods of learning. According to the new reflective practice models, a practitioner should keep learning as a prime focus and should add to it based on results from current practice in the field (Albanese et al, 2008). Reflective practice can be seen as the development and consolidation of a capacity to reflect on various actions. The reflection on these actions allows the engaged individual to employ continuous learning methods (Schon, 1983). The individual tends to learn from his actions in order to continuously improve and the resulting improvements are then used as future learning material. This makes the reflective practice method both dynamic and continuous. This is not to indicate that professionals relying on reflective practice tend to use their own experiences to learn but it serves to indicate that the reliance on personal experiences for learning is greater. Though reflective practice has been around for a few decades now but its wide scale application to professional practice has emerged in the last few years. A number of different models have been brought forward to delineate reflective practice including (but not limited to) models by Argyris and Schon (1978), Kolb (1984), Gibbs (1988), Johns (1995) and Rolfe (2001). Among these models of reflective practice, the model presented by Kolb (1984) has gained widespread attention and acclaim. This paper will rely on the model presented by Kolb (1984) in order to advance arguments for reflective practice in a clinical setting aimed at learning. However before these subjects can be broached, it would be pertinent to look into the reflective practice model for this paper in greater detail. The reflective practice learning model presented by Kolb can be seen as being influenced by research by Piaget and Dewey conducted in the seventies on the issue. The entire experimental learning routine enables the conversion of information into knowledge. One key aspect of the model is the transformation of information into knowledge after a particular situation has occurred.16* Figure 1 – Kolb’s Reflective Practice Model (1984) extracted from (Schugurensky, 2002) Reflection on the Subject Teaching Session A teaching session was held in order to disseminate information and knowledge gathered through a continual and dynamic reflective practice run. The attendants for the session ranged from registrars to senior health officers (SHOs) so a widely differing audience was worked with using the teaching session. A key assumption before the teaching session was that members of the audience would be able to assimilate the provided information at the same rates or nearly at the same rates (Boss & Krauss, 2007). However, the teaching session proved beyond doubt that personal learning issues were far overtaken by learning issues based on position in the organisation. The learning styles for registrars and SHOs tended to differ widely so that certain concepts had to be repeated in order to ensure that all members of the audience were on the same page. Based on this observation, it would be relevant to utilise different teaching sessions or a wide variety of different teaching techniques to capture the differences in knowledge of such an audience. One method employed to keep the attention of the audience was to utilise quizzes that were presented at intermittent intervals during the teaching session (Darzi, 2008). It could be noticed that the audience seemed more involved in solving the problems presented by the quizzes rather than concentrating on slides one after the other. This observation also had another significant undertone. The subject teaching session did not contain the use of any physical models or demonstrations. It was felt that the use of physical models and the use of physical demonstrations in a clinical setting would have provided for a more dynamic learning experience. If members of the audience had been allowed to observe and deal with the issues first hand in the ward during the teaching session, the learning outcomes would have been reinforced stronger. Additionally, the utilisation of teaching aids such as body scans was possible though it was not utilised because the need was not felt before the teaching session. If teaching aids had been handed out to the learners, there would have been a significant difference in the learning compared to observing the same thing on a slide (Dean & Kuhn, 2006). The issues presented above highlight the need for improvement in the current teaching methods being utilised. One key advantage of the reflective practice technique is its allowance for estimation of key issues and attempts at resolving them. All of this is nonetheless possible through appropriate experience alone. The learning from such an experience can then be channelled to improving the current teaching methods and styles. This mode of learning stems from active learning and reflective practice based on Kolb’s model (1984) which is described below for the current teaching session in detail. Concrete Experience In order to drive the Kolb model (1984) for reflective practice concrete experience was the first step to deriving information and hence knowledge. For gathering concrete experience, ideas were gathered from theoretical texts and these were then applied to several patients. The practical application of these ideas ensured that the newly derived information could be transformed to knowledge. Given the nature of the healthcare application, it was felt that without an application to actual cases, there would be little concrete experience. Care was taken to ensure that the application of healthcare was well suited to each patient. Cases were discussed with other health officials and research was undertaken to deliver fitting solutions. A learning session was held to investigate a medical problem relating to maternal mortality. The session was titled “How to manage septic patients?” and covered various aspects of causes as well as cures related to maternal mortality from septic problems in the United Kingdom. Before the learning based teaching session was delivered, integrated research was carried out in order to discover the actual causes and their solutions for septic problems that caused maternal mortality. In order to enhance my personal learning on dealing with septic patients, I construed an active learning method that relied on reflective practice. The theoretical background required for septic patients was developed using standard texts, journal articles and other such materials related to septic problems. After a reasonable theoretical understanding had been developed, the next step was to apply the gained knowledge to practical situations in order to create new knowledge through the transformation of information. The learners all possessed different levels of knowledge as the session was composed of Senior Health Officers (SHOs) and Registrars. Once the teaching session was initiated it was felt that the needs of learners were different as the differing classes of learners displayed different knowledge acquisition rates. The knowledge acquisition was checked using small quizzes during the teaching session. It was felt that different learners ought to be dealt with using different teaching sessions that focused on their learning levels and knowledge levels. Observations and Reflections A number of different methods of learning and teaching exist that fit certain learning situations more than others. The more prominent of these methods include (but are not limited to) discovery learning, project based learning, inquiry based learning, learning by teaching etc. All of these methods fall under the umbrella of active learning where the learner himself bears the responsibility of learning. I used inquiry based learning method which is one of the method for active learning . The domain of inquiry based learning took root in response to the failure of conventional styles of learning. Conventional learning relied on the acquisition of knowledge, its retention and reproduction (Tooke et al., 2008). Learners were previously forced to memorise information and to reproduce it as a means of validating their learning efficacy. In contrast to this technique, inquiry based learning does not assess the learner’s level of acquired knowledge but rather the development of their analytical skills and investigation techniques. The learner is not subjected to tests where the reproduction of knowledge is required but instead is exposed to environments where the learner has to use his own skills to convert information into knowledge (Banchi & Bell, 2008). However, inquiry based learning is typically limited by its inherent design that limits its application to reflective practice. Inquiry based learning relies on assessment of skills in a formalised educational environment. However, reflective practice does not rely on any such techniques but instead calls for individual learning and assessment. The nature of assessment required for inquiry based learning means that the individual may not be able to assess himself in as efficient a manner as required for accelerated progression. Hence, inquiry based learning is more preferred in formalised learning environments rather than in the case of individual learning methods such as reflective practice (Herr, 2008) (Mayer, 2004). It was felt that based on feed back from students and personal reflection on the teaching style that the problem based learning method should have been used. This method involves the learner applying previous knowledge and skills to problems in order to generate new knowledge. Problem based learning concentrates on aiding the learner to develop problem solving skills, effective collaboration, flexible knowledge, self directed learning and inherent motivation to learn (Hmelo-Silver, 2004). Problem based learning has been applied to the classroom setting to achieve significantly better results (NHS, 2008). This also indicates that problem based learning is actively applicable to teaching sessions held in other organisational learning environments such as for healthcare. Research has shown that students working under the problem based learning methodology prefer to read and write in order to gain more knowledge (Jasper, 2003). This preference is followed by kinaesthetic learning activities with the majority of students displaying a multimodal learning preference. Typically the Fleming VARK model is used in order to assess the learning outcomes from kinaesthetic learning activities (Leite et al., 2009). It has also been shown that students are more open to learning when the instructor tends to expose them to various learning activities that are evaluated under the VARK model. Another method to enhance active learning in classroom or teaching sessions scenarios is by presenting demonstrations and physical models. The use of debates, role playing and active participation is also encouraged to augment learning in the classroom or teaching session environment (Alkhasawneh et al., 2008). Formation of Abstract Concepts and Generalisations The contention behind a teaching session is to impart knowledge to members of the audience. However, as is often the case, members of the audience may belong to differing strata of organisational activity and knowledge scales. The knowledge base of a doctorate personnel cannot be compared to the average technician working for the accomplishment of the same process although both carry out somewhat similar activities (Mamede & Schmidt, 2004). The nuances between various activities in any organisational setting and the nuances between knowledge and skill levels poses a difficulty when delivering information to participants of teaching sessions (Dent & Harden, 2005). The current session was attended by registrars and senior health officers (SHOs) at the same time which led to differences in the knowledge levels and assimilation levels of the audience. While the more learned and knowledgeable members of the audience would be able to assimilate new information and process it at high speeds, the same cannot be said of the entire audience. It is a well recognised fact that classes are also composed of learners belonging to various scales of knowledge and the ability to analyse and assimilate it. Classroom teaching tends to focus on the differentiated needs of various learners by providing them with different learning styles (Martin & Oebel, 2007). The same principle can be applied to teaching sessions in order to augment the learning of the entire audience set. As mentioned before, it is advisable to use physical models, demonstrations, debates and discussions etc. to enhance the learning potential of teaching sessions. This idea was given great credence and importance in the learning session being described. The basic contention was to deliver knowledge as best as possible to the involved audience. This was ensured through the utilisation of continuous dialogue and discussions as the session proceeded. This ensured that everyone stayed on board at nearly the same level of understanding as new concepts were being introduced. Testing Implications of Concepts in New Situations The use of the right teaching methods is the only method to ensure that teaching sessions such as the one being discussed achieve their objectives. The apt application of fitting learning models and methods will provide different members of the audience with the same access to the delivered concepts (Falk, 2008). This ensures that the delivered information is transformed to knowledge that can then be applied by the participants to real situations. The learning through such teaching sessions can be augmented through the application of problem based learning to the teaching environment (Fraser & Greenhalgh, 2001). When learners are exposed to problem based learning, they are being provided with the opportunity to reflect on their own experiences. Problem based learning equips the learners with the framework required to analyse their own practice based decisions in order to learn from them. Again problem based learning is a primary method to convert information into knowledge and to improve on that knowledge in a continuous and dynamic fashion (Fry et al., 2003). Certain quarters have argued that problem based learning has the potential to connect theory to practice as well. Reflective practice has also been seen as providing critical attention to theories as well as practical actions that tend to construct everyday responses of practitioners. This mode of examination of practice tends to be both reflective and reflexive in nature and thus aids in the development of insight that can be used to support a dynamic and continuous learning process (Bolton, 2010) (GDC, 2002). In modern times reflective practice is assuming an important position in professions that rely on practice based professional learning. In these settings, the individual tends to learn from his or her own experiences. This approach is theoretically opposed to conventional learning that tends to rely on formal teaching methods or other orthodox methods of knowledge transfer (GMC, 2006). In recent years reflective practice has become the chief method of learning for professional development particularly for the areas of education and healthcare. Reflective learning is not limited to education and health alone. Instead, it is gaining the attention of organisations of various sizes to promote an organisational learning environment (GMC, 2009). Another matter that warrants attention is the need for reflective practice in healthcare. Given that conventional learning methods have been in use with healthcare for centuries now, it would not make sense to change over to reflective learning without understanding the need for it. At this point in time there is a strong move for health professionals to embrace lifelong learning (Neville, 2009). The current teaching session was an attempt to adopt new practices such as problem based learning in order to achieve two fold objectives. In the shorter run, problem based learning through the subject teaching session would allow learners to improve their existing knowledge and practice at the same time. On the other hand, in the longer run, problem based learning would allow learners to take onto learning as a life long personal initiative rather than as a professional requirement alone. Conclusion This attempt at reflective practice could not be termed as being perfect. The learning attempt could have benefited more if a problem based learning approach was pursued in comparison to a case to case approach. This would have allowed the development of knowledge on a far wider scale and on a more consistent basis. The results of the learning process provided firm belief to the idea that a purely problem based learning methodology would have worked much better than the non standardised techniques used for this learning process. This has provided the conclusion that the next learning based process should be based on problem based learning techniques so that reflective practice becomes more standardised. It can be seen from the discussion in this paper that the demand for better healthcare professional expertise has led to greater embracement of lifelong learning methods (Schafer, 1971). The inherent design of these complex interactions and an ever changing dynamic environment support the utilisation of reflective practice for healthcare professionals (Hendricks et al., 1996). In itself reflective practice provides the healthcare practitioner with a flexible and highly enabled mechanism for continuous learning. Through the reflective practice technique, the practitioner has ample opportunity to develop new skills and to enhance their existing knowledge base so that their overall level of expertise is boosted (Walker, 1996). 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