Reflection & Action Learning

Question 1

Describe reflection

Answer 1

• A cognitive process in which new info is integrated into existing knowledge/mental models, resulting in meaningful learning

Question 2

How does reflection help us

Answer 2

• Helps us continually build new neuronal connections by linking to prior learning
• The more we link new knowledge or new experiences to what we already know, the more sense it makes & the easier it is to learn & retain

Question 3

How does reflection contrast to technical rationalism

Answer 3

• Latter focuses on knowledge, skills
• Development of critical thinking may be displaced

Question 4

What does the reflection process involve

Answer 4

• Involves slowing down & considering a situation form multiple perspectives

Question 5

Why is the reflection process important

Answer 5

• Without reflection there is no feedback, no growth, no continuing education, no quality improvement

Question 6

How do we facilitate the reflection process

Answer 6

• Slow down
• Ask questions

Question 7

What are some challenges to reflection

Answer 7

• Can be difficult to apply the “dual processing” model
• Newly practicing therapists may not yet be on “auto pilot” with mundane procedural responsibilities
• Reflection can also feel like more work

Question 8

Describe reflection in action

Answer 8

• Functions on 2 levels simultaneously
• Attending to the task of interacting with the patient
• Continually questioning, observing, assessing, & adjusting our thoughts & actions throughout the session

Question 9

Describe reflection on action

Answer 9

• Reflect on what you just did
• Occurs after the action/encounter

Question 10

Describe reflection for action

Answer 10

• Reflect on what you would/wouldn’t change
• The learner begins to anticipate situations & begins to plan for the future to improve the present situation/outcome

Question 11

What are the elements of Schon’s reflection

Answer 11

• Reflection in action: real-time ongoing feedback loop
• Reflection on action: what/why did it happen, what else, & what was I feeling
• Reflection for action: what might I do differently next time, what plan can I put in place so this doesn’t happen again
• All 3 types of reflection are essential to quality clinical practice
• All 3 required before change occurs

Question 12

Describe Kahneman’s concepts of fast & slow thinking

Answer 12

• Fast/system 1: rely on knowing in action, mental models, “scripts”; relies on brain’s ability to see patterns & put pieces together quickly
• Slow/system 2: more mindful, comparative, reflective form of thinking; may be triggered when something doesn’t fit a known pattern
• Must be able to quickly “notice” when not going as planned
• The inability to quickly notice & being the analytical reflective process that often leads to errors

Question 13

Describe Mezirow’s transformative learning theory

Answer 13

• How we reflect on the content of the problem, the process of problem solving, or the premise of the problem
• Through this reflection we are able to understand ourselves more & then understand our learning better
• Continually question, ask what we know, ask how we know it

Question 14

What Mezirow’s perspective on reflection

Answer 14

• A reflective practitioner continually questions own experiences, what is known, & how it is known
• Reflection includes: content, process, and premise

Question 15

Describe Mezirow’s perspective of reflection as content, process, and premise

Answer 15

• Content: analysis of the problem from the perspectives of everyone involved in the situation (stakeholders) to develop an effective POC
• Process: weighing pos. & neg. of potential strategies to address a problem
• Premise: identifying & questioning the assumptions that led you to your current position

Question 16

Describe reflective process dynamics

Answer 16

• The reflective process won’t always emerge
• It requires a trigger: noticing and/or script violation; something that supersedes the autopilot; & the inciting incident
• After the trigger it’s up to the reflector how far to take it

Question 17

Define critical thinking

Answer 17

• The use of cognitive skills or strategies that increase the probability of a desirable outcome

Question 18

Describe Bloom’s taxonomy

Answer 18

• Used to facilitate the reflective process
• Hierarchy as framework to facilitate higher order thinking through the reflective process

Question 19

What is the order of Bloom’s taxonomy

Answer 19

• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating

Question 20

Describe critical thinking & Bloom’s taxonomy

Answer 20

• For critical thinking we want to get to the higher levels of the taxonomy:analyze, create, evaluate
• The pathway to these. higher levels is the reflective process
• The key to the reflective process is continuous questioning

Question 21

What are the prerequisites to asking questions to others

Answer 21

• Comfort, safety, privacy
• Patient must be comfortable with the practitioner
• Must not feel judged
• Must not be at risk of divulging information to unintended parties
• Time

Question 22

Describe closed question type

Answer 22

• Singular answer
• Fact gathering
• Tend to be impersonal, may feel like a quiz or an interrogation

Question 23

Describe open ended question type

Answer 23

• Exploratory
• Probing
• “Expand on that…”, “Tell me more…”
• “Why do you think that happened?”
• These questions allow patients to talk about what’s important to them, give them time to respond, paints a “whole person” picture

Question 24

How to guide your question types (closed vs open-ended)

Answer 24

• As you narrow-in on a working hypothesis, “funnel” the questions to get more specific information needed to do your job

Question 25

In order to assess if the learner learned the intended material, we have to address certain challenges

Answer 25

- Define the intended learning objective/outcome - Define sensitive/specific indicators of learning - Define criteria documenting different levels of learning - Key word is define, we need to ensure that there's minimal overlap b/w possible outcomes, otherwise the scoring system isn't doing what it's supposed to do

Question 26

What are the different validity types

Answer 26

- Content: are we testing the thing that we're trying to test/all aspects of it - Construct: to what extent can the learner arrive at a "correct" answer w/o having achieved the learning objective - Criterion: does a high score on the assessment accurately reflect the learners potential for future success

Question 27

What are the steps to evaluating the appropriateness of scoring categories to a stated purpose by Moskal & Leydens

Answer 27

- Step 1: state the assessment purpose & the objectives - Step 2: develop score criteria for each objective - Step 3: reflect on (1) are all of the objectives measured through the scoring criteria? and (2) is any of the scoring criteria unrelated to the objectives?