Reflection & Action Learning Flashcards
1
Q
Describe reflection
A
- A cognitive process in which new info is integrated into existing knowledge/mental models, resulting in meaningful learning
2
Q
How does reflection help us
A
- 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
3
Q
How does reflection contrast to technical rationalism
A
- Latter focuses on knowledge, skills
- Development of critical thinking may be displaced
4
Q
What does the reflection process involve
A
- Involves slowing down & considering a situation form multiple perspectives
5
Q
Why is the reflection process important
A
- Without reflection there is no feedback, no growth, no continuing education, no quality improvement
6
Q
How do we facilitate the reflection process
A
- Slow down
- Ask questions
7
Q
What are some challenges to reflection
A
- 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
8
Q
Describe reflection in action
A
- 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
9
Q
Describe reflection on action
A
- Reflect on what you just did
- Occurs after the action/encounter
10
Q
Describe reflection for action
A
- 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
11
Q
What are the elements of Schon’s reflection
A
- 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
12
Q
Describe Kahneman’s concepts of fast & slow thinking
A
- 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
13
Q
Describe Mezirow’s transformative learning theory
A
- 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
14
Q
What Mezirow’s perspective on reflection
A
- A reflective practitioner continually questions own experiences, what is known, & how it is known
- Reflection includes: content, process, and premise
15
Q
Describe Mezirow’s perspective of reflection as content, process, and premise
A
- 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
16
Q
Describe reflective process dynamics
A
- 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
17
Q
Define critical thinking
A
- The use of cognitive skills or strategies that increase the probability of a desirable outcome
18
Q
Describe Bloom’s taxonomy
A
- Used to facilitate the reflective process
- Hierarchy as framework to facilitate higher order thinking through the reflective process
19
Q
What is the order of Bloom’s taxonomy
A
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
20
Q
Describe critical thinking & Bloom’s taxonomy
A
- 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
21
Q
What are the prerequisites to asking questions to others
A
- 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
22
Q
Describe closed question type
A
- Singular answer
- Fact gathering
- Tend to be impersonal, may feel like a quiz or an interrogation
23
Q
Describe open ended question type
A
- 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
24
Q
How to guide your question types (closed vs open-ended)
A
- As you narrow-in on a working hypothesis, “funnel” the questions to get more specific information needed to do your job
25
In order to assess if the learner learned the intended material, we have to address certain challenges
- 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
26
What are the different validity types
- 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
27
What are the steps to evaluating the appropriateness of scoring categories to a stated purpose by Moskal & Leydens
- 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?
