Session #A1b
Friday, October 11, 2013
Collaborative Reflecting Teams in
Healthcare Education
Lana Kim, PhD, Assistant Professor, Marriage & Family
Therapy, Valdosta State University
Barbara Couden Hernandez, PhD, Professor, School of
Medicine, Director of Physician Vitality, Loma Linda University
Collaborative Family Healthcare Association 15th Annual Conference
October 10-12, 2013
Broomfield, Colorado U.S.A.
Faculty Disclosure
Please include ONE of the following statements:
I/We have not had any relevant financial relationships
during the past 12 months.
Objectives
• Explain how reflecting teams function according to
Tom Andersen
• Identify common issues in medical or healthcare
provider education that require emotional
intelligence and experiential learning to perform well
• Engage as a reflecting team member in a
Collaborative Reflective Team Training
• Describe outcome data from Collaborative Reflective
Team Trainings
Learning Assessment
1. Identify one common issue in healthcare
provider education for which
collaborative reflecting teams (CRT)
would be beneficial?
2. Name the three reflection categories
3. What are some common healthcare
education goals for which CRT would not
be recommended?
Simulation
Learning
I hear and I
forget
I see and I
remember
I do and I
understand
-Chinese Proverb
Self-Reflection
“Personal security facilitates self-disclosure, openness to feedback, & the risk-taking
behaviors necessary to learning and professional growth.”
–Lee & Everett, 2004
Reflection Categories
Curiosity
• Describe
strengths
observed
• Be specific
Validation
• State what you
wondered about
…the process
…the people
• How were you impacted
by what you observed?
• Reactions, ideas,
hypotheses
Speculation
PROTECTED LISTENING
SPACE
SPATIAL SEPARATION & SEQUENCED
DIALOGUE
Primary Learners
Reflecting Team
Variations
•
•
•
•
Fishbowl
Intermittent reflection
Bug-in-the-ear
Adaptable for teaching, treatment, and
supervision.
Contraindications
• Not recommended for:
– Testing (i.e. OSCE)
– Assessment/evaluation
– Skills training
– Knowledge acquisition
Summary
• Protected communication increases psychological/emotional
safety: Increases buy-in and engagement of learners by
decreasing defensiveness.
• Collaborative learning, expand perspectives, learner
competency, and growth.
• Facilitates deeper levels of group learning with focus away
from checklist evaluation.
• Clear need for guidelines given popular appeal of the format
and likelihood that it may be used without sufficient training
(Hoffman, 1993).
• Reflecting processes are useful for situations in which strong
feelings such as anger, fear, and anxiety are experienced.
(Kjellberg, E., Edwardsson, M., Niemela, & Oberg. T., 1995)
References
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Andersen, T. (1991). The reflecting team: Dialogue and dialogues about the dialogues.
New York: WW Norton.
Fanning, R.M., & Gaba, D.M. (2007). The role of debriefing in simulation-based learning.
The Journal of the Society for Simulation in Healthcare, 2(2), 115-125.
Hernandez, B., & Kim, L. (Accepted book chapter). Collaborative reflective trainings (CRT)
for mental health clinicians and physicians. In R.A. Bean, S. Davis, & M.P. Davey (Eds.),
Clinical Supervision Activities for Increasing Competence and Self-Awareness.
Hertel, J.P., & Millis, B.J. (2002). Using simulations to promote learning in higher
education: An introduction. Sterling, VA: Stylus Publishing.
Hoffman, L. (1993). Exchanging voices: A collaborative approach to family therapy.
London: H. Karnac Books.
Kjellberg, E., Edwardsson, M., Niemela, & Oberg. T. (1995). Using the reflecting process
with families stuck in violence and child abuse. In: S. Friedman (Ed.), The Reflecting Team
in Action. New York: Guilford Press.
Lederman, L.C. (1984). Debriefing: A critical reexamination of the post-experience
analystic process with implications for its effective use. Simul Games, 15, 415-431.
Savoldelli, G.L., Naik, V.N., & Hamstra, S.J. (2005). Barriers to the use of simulation-based
education. Canadian Journal of Anesthesiology, 52, 944-950.
Stafford, F. (2005). The significance of de-roling and debriefing in training medical students
using simulation to train medical students. Medical Education, 39, 1083-1085.
Session Evaluation
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evaluation form to the classroom monitor
before leaving this session.
Thank you!