Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-26T15:22:22.959Z Has data issue: false hasContentIssue false

7 - Experiential learning and reflection to support professionalism and professional identity formation

from Part II - Theory

Published online by Cambridge University Press:  05 April 2016

Thomas A. Hutchinson
Affiliation:
University, Montreal, Quebec, Canada
Mark Smilovitch
Affiliation:
McGill University, Montreal, Quebec, Canada
Richard L. Cruess
Affiliation:
McGill University, Montréal
Sylvia R. Cruess
Affiliation:
McGill University, Montréal
Yvonne Steinert
Affiliation:
McGill University, Montréal
Get access

Summary

At times I felt like a thief because I heard words, saw people and places – and used it all in my writing…. There was something deeper going on, though – the force of those encounters. I was put off guard again and again, and the result was – well, a descent into myself.

When I (TAH) was a first-year resident in internal medicine, my wife and I attended a New Year's Eve party given by some English people whom we had met recently. We were new immigrants to Canada and so were they, and I suppose we were trying to assuage our mutual loneliness and longing for home. There were a lot of people at the party whom we did not know. We were standing at the edge of a room when we were approached by a man in his sixties. He was interested, interesting, and charming. He, like our hosts, was also from England but had been in Canada much longer. We felt cared for in the safe embrace of his conversation. We talked with him for over an hour and had a wonderful evening. I remember thinking after we left the party, “What a delightful man,” and how much he had contributed to us that evening.

One week later, I was on call for the Cardiac/Respiratory Care Unit, receiving sign-over with my senior resident. Various patients were signed out. This one had an inferior myocardial infarction and some arrhythmias; that one had had an episode of pulmonary edema. The last patient to be signed out was a man in his 60s with COPD due to many years of smoking, recurrent episodes of pneumonia and respiratory failure, a probable problem with alcohol, and a history of psychiatric illness. He was now in with pneumonia and respiratory failure, and the clear message was not to try too hard. If we lost this one, the world would not be much worse off. I was doing my rounds that night, and when I walked into the room of this last patient, I felt like I was seeing a ghost. This was the same man that my wife and I had spoken with at the party one week earlier.

Type
Chapter
Information
Teaching Medical Professionalism
Supporting the Development of a Professional Identity
, pp. 97 - 112
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1. Williams, WC. The Doctor Stories. Compiled with an introduction by Robert Coles M.D. New York, NY: New Directions; 1984.
2. Riquelme, JP. Stephen Hero, Dubliners, and a portrait of the artist as a young man: styles of realism and fantasy. In Attridge, D, ed. The Cambridge Companion to James Joyce. Cambridge, UK: Cambridge University Press; 1990:103–30.
3. Joyce, J. The dead. In Dubliners. Toronto, ON: Penguin Books; 1957:173–220.
4. Knausgaard, KO. A Death in the Family. London, UK: Vintage Books; 2012.
5. Drazen, RY. The Choice Is Yours. DVD. Drazen Productions; 2001. Distributed by the American Board of Internal Medicine Foundation.
6. Frankl, VE. Man's Search for Meaning. Boston, MA: Beacon Press; 2006.
7. Satir, V, Banmen, J, Gerber, J, Gomori, M. The transformation process. In The Satir Model: Family Therapy and Beyond. Palo Alto, CA: Science and Behavior; 1991:147–74.
8. Kumagai, AK. Commentary: forks in the road: disruption and transformation in professional development. Acad Med. 2010; 85(12):1819–20.Google Scholar
9. Yardley, S, Teunissen, PW, Dornan, T. Experiential learning: transforming theory into practice. Med Teach. 2012; 34(2):161–64.Google Scholar
10. Dewey, J. Experience and Education. New York, NY: Collier; 1969.
11. Knowles, M. A Theory of adult learning: andragogy. In The Adult Learner: A Neglected Species. edition. Houston, TX; Gulf Publishing; 1990:27–65.
12. Kolb, DA. Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River, NJ: Prentice Hall; 1984.
13. Yardley, S, Teunissen, PW, Dornan, T. Experiential learning: AMEE Guide No. 63. Med Teach. 2012; 34(2):e102–e115.Google Scholar
14. Canadian Federation of Medical Students. Resources to Support the Learning Environment for Clinical Clerks. Second revision. Ottawa, ON: CFMS; 2014. [Accessed June 5, 2015.] Available from www.cfms.org/attachments/article/163/Clinical%20Clerk%20Learning%20Environment%20Sept%202014.pdf.
15. Ramani, S, Leinster, S. AMEE Guide no. 34: teaching in the clinical environment. Med Teach. 2008; 30(4):347–64.Google Scholar
16. Dewey, J. What is thinking? In How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: DC Heath and Company; 1933:3–16.
17. Dewey, J. Examples of interference and testing. In How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: DC Heath and Company; 1933:91–101.
18. Schön, DA. The Reflective Practitioner: How Professionals Think in Action. New York, NY: Basic Books; 1983.
19. Fricchione, GL. Implications for the mission of modern medicine. In Compassion and Healing in Medicine and Society. On the Nature and Use of Attachment Solutions to Separation Challenges. Baltimore, MD: Johns Hopkins University Press; 2011:409–49.
20. Senge, P, Scharmer, CO, Jaworski, J, Flowers, BS. Presence: An Exploration of Profound Change in People, Organizations, and Society. New York, NY: Doubleday; 2005.
21. Beach, MC, Inui, T. Relationship-centered care: a constructive reframing. J Gen Intern Med. 2006; 21(Suppl 1):S3–S8.Google Scholar
22. Frank, JR, Snell, LS, Sherbino, J, eds. Draft CanMEDS 2015 Physician Competency Framework – Series III. Ottawa, ON: The Royal College of Physicians and Surgeons of Canada; 2014. [Accessed June 4, 2015.] Available from www.royalcollege.ca/portal/page/portal/rc/common/documents/canmeds/framework/canmeds2015_framework_series_III_e.pdf.
23. Cruess, RL, Cruess, SR. Teaching medicine as a profession in the service of healing. Acad Med. 1997; 72(11):941–52.Google Scholar
24. Hutchinson, TA, Hutchinson, N, Arnaert, A. Whole person care: encompassing the two faces of medicine. CMAJ. 2009; 180(8):845–46.Google Scholar
25. Hutchinson, TA, Brawer, JR. The challenge of medical dichotomies and the congruent physician-patient relationship in medicine. In Hutchinson, TA, ed. Whole Person Care. A New Paradigm for the 21st Century. New York, NY: Springer; 2011:31–44.
26. Hutchinson, TA. Whole person care: conclusions. In Hutchinson, TA, ed. Whole Person Care. A New Paradigm for the 21st Century. New York, NY: Springer; 2011:209–18.
27. Cassell, EJ. Prologue: a time for healing. In The Healer's Art. Cambridge, MA: MIT Press; 1976:13–23.
28. Mount, B, Kearney, M. Healing and palliative care: charting our way forward. Palliat Med. 2003; 17(8):657–58.Google Scholar
29. Hutchinson, TA, Mount, BM, Kearney, M. The healing journey. In Hutchinson, TA, ed. Whole Person Care. A New Paradigm for the 21st Century. New York, NY: Springer; 2011:23–30.
30. Hutchinson, TA. Whole person care. In Hutchinson, TA, ed. Whole Person Care. A New Paradigm for the 21st Century. New York, NY: Springer; 2011:1–8.
31. Fitzgerald, FS. The Crack-Up. Esquire Magazine; 1936. [Accessed June 5, 2015.] Available from www.esquire.com/news-politics/a4310/the-crack-up.
32. Mann, K, Gordon, J, MacLeod, A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2009; 14(4):565–621.Google Scholar
33. Kabat-Zinn, J. Introduction: stress, pain, and illness: facing the wisdom of your body and mind to face stress, pain, and illness. In Full Catastrophe Living: Using the Wisdom of your Body and Mind to Face Stress, Pain and Illness. New York, NY: Delta; 1990:1–14.
34. Epstein, RM. Mindful practice. JAMA. 1999; 282(9):833–39.Google Scholar
35. Hodges, BD. Sea monsters and whirlpools: navigating between examination and reflection in medical education. Med Teach. 2015; 37(3):261–66.Google Scholar
36. Krasner, MS, Epstein, RM, Beckman, H, Suchman, AL, Chapman, B, Mooney, CJ, Quill, TE. Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians. JAMA. 2009; 302(12):1284–93.Google Scholar
37. Beach, MC, Roter, D, Korthuis, PT, Epstein, RM, Sharp, V, Ratanawongsa, N, Cohn, J, Eggly, S, Sankar, A, Moore, RD, Saha, S. A multicenter study of physician mindfulness and health care quality. Ann Fam Med. 2013; 11(5):421–28.Google Scholar
38. Davies, R. Can a doctor be a humanist? In The Merry Heart: Selections 1980–1995. Toronto, ON: Penguin; 1997:90–110.
39. Satir, V, Banmen, J, Gerber, J, Gomori, M. Congruence. In The Satir Model: Family Therapy and Beyond. Palo Alto, CA: Science and Behavior; 1991:65–84.
40. Satir, V, Banmen, J, Gerber, J, Gomori, M. The survival stances. In The Satir Model: Family Therapy and Beyond. Palo Alto, CA: Science and Behavior; 1991:31–64.
41. Solomon, S, Lawlor, K. Death anxiety: the challenge and the promise of whole person care. In Hutchinson, TA, ed. Whole Person Care. A New Paradigm for the 21st Century. New York, NY: Springer; 2011:97–108.
42. Pyszczynski, T, Solomon, S, Greenberg, J. Terror management research: coping with conscious and unconscious death-related thoughts. In In the Wake of 9/11: The Psychology of Terror. Washington, DC: American Psychological Association; 2003:37–70.
43. Pyszczynski, T, Solomon, S, Greenberg, J. Terror management research: prejudice and self-esteem striving. In In the Wake of 9/11: The Psychology of Terror. Washington, DC: American Psychological Association; 2003:71–92.
44. Guggenbühl-Craig, A. The closing of the split through power. In Power in the Helping Professions. edition. Putnam, CT: Spring; 2004:87–92.
45. Wallace, BA. The first point: the preliminaries. In Quirolo, L, ed. Buddhism with an Attitude: The Tibetan Seven-Point Mind-Training. Ithaca, NY: Snow Lion; 2001:13–63.
46. Kearney, MK, Weininger, RB, Vachon, ML, Harrison, RL, Mount, BM. Self-care of physicians caring for patients at the end of life: “Being connected… a key to my survival”. JAMA. 2009; 301(11):1155–64.Google Scholar
47. Satir, V, Banmen, J, Gerber, J, Gomori, M. The primary triad. In The Satir Model: Family Therapy and Beyond. Palo Alto, CA: Science and Behavior; 1991:19–30.
48. Robinson, K, Aronica, L. The element. In The Element: How Finding Your Passion Changes Everything. New York, NY: Penguin; 2009:1–26.
49. Kinsella, EA. Practitioner reflection and judgment as phronesis: a continuum of reflection and considerations for phronetic judgement. In Kinsella, EA, Pitman, A, eds. Phronesis as Professional Knowledge: Practical Wisdom in the Professions. Rotterdam, the Netherlands: Sense Publishing; 2012:35–52.
50. Shem, S, Bergman, S. Resistance and healing. In Kohn, M, Donley, C, eds. Return to the House of God: Medical Resident Education, 1978–2008. Kent, OH: Kent State University Press; 2008:221–36.
51. Eliot, TS. Where is the life. In Collected Poems, 1909–1962. Boston, MA: Harcourt Brace Janovich; 1991:147.
52. Heath, C, Heath, D. Made to Stick: Why Some Ideas Survive and Others Die. New York, NY: Random House; 2007.
53. Bedell, SE, Graboys, TB, Bedell, E, Lown, B. Words that harm, words that heal. Arch Intern Med. 2004; 164(13):1365–68.Google Scholar
54. Wald, HS, Anthony, D, Hutchinson, TA, Liben, S, Smilovitch, M, Donato, AA. Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice. Acad Med. 2015; 90(6):753–60.Google Scholar
55. Epstein, RM, Krasner, MS. Physician resilience: what it means, why it matters, and how to promote it. Acad Med. 2013; 88(3):301–03.Google Scholar
56. Satir, V, Banmen, J, Gerber, J, Gomori, M. The process of change. In The Satir Model: Family Therapy and Beyond. Palo Alto, CA: Science and Behavior; 1991:85–119.
57. Newton, BW, Barber, L, Clardy, J, Cleveland, E, O'Sullivan, P. Is there hardening of the heart during medical school? Acad Med. 2008; 83(3):244–49.Google Scholar
58. Campbell, J. The hero and the God. In The Hero with a Thousand Faces. Princeton, NJ: Princeton University Press; 1968:30–40.
59. O'Brien, BC, Poncelet, AN. Transition to clerkship courses: preparing students to enter the workplace. Acad Med. 2010; 85(12):1862–69.Google Scholar
60. Gillon, R. White coat ceremonies for new medical students. West J Med. 2000; 173(3):206–07.Google Scholar
61. Saunders, C. Foreword. In Doyle, D, Hanks, G, Cherny, N, Calman, K, eds. Oxford Textbook of Palliative Medicine. New York, NY: Oxford University Press; 2004:xvii–xx.
62. Mount, BM. Foreword. In Hutchinson, TA, ed. Whole Person Care. A New Paradigm for the 21st Century. New York, NY: Springer; 2011:vii–xiii.
63. McLachlan, JC. The relationship between assessment and learning. Med Educ. 2006; 40(8):716–17.Google Scholar
64. Nofziger, AC, Naumburg, EH, Davis, BJ, Mooney, CJ, Epstein, RM. Impact of peer assessment on the professional development of medical students: a qualitative study. Acad Med. 2010; 85(1):140–47.Google Scholar
65. Cole, TR, Carlin, N. The suffering of physicians. Lancet. 2009; 374(9699):1414–15.Google Scholar
66. Jennings, ML. Medical student burnout: interdisciplinary exploration and analysis. J Med Humanit. 2009; 30(4):253–69.Google Scholar
67. IsHak, WW, Lederer, S, Mandili, C, Nikravesh, R, Seligman, L, Vasa, M, Ogunyemi, D, Bernstein, CA. Burnout during residency training: a literature review. J Grad Med Educ. 2009; 1(2):236–42.Google Scholar
68. Spickard, A Jr, Gabbe, SG, Christensen, JF. Mid-career burnout in generalist and specialist physicians. JAMA. 2002; 288(12):1447–50.Google Scholar
69. Kearney, M, Weininger, R. Whole person self-care: self-care from the inside out. In Hutchinson, TA, ed. Whole Person Care. A New Paradigm for the 21st Century. New York, NY: Springer; 2011:109–26.
70. Harrison, RL, Westwood, MJ. Preventing vicarious traumatization of mental health therapists: identifying protective practices. Psychotherapy (Chic). 2009; 46(2):203–19.Google Scholar
71. Jung, CG. Psychological types. In The Collected Works of C. G. Jung. Oxford, UK: Harcourt Brace; 1921:vol. 6, par 757.
72. Connor, JTH, Farrell, GF. Cracks in the curriculum: an appreciation. CMAJ. 2013; 185(12):1104.Google Scholar
73. Daaleman, TP, Kinghorn, WA, Newton, WP, Meador, KG. Rethinking professionalism in medical education through formation. Fam Med. 2011; 43(5):325–29.Google Scholar
74. Allen, D, Wainwright, M, Mount, B, Hutchinson, T. The wounding path to becoming healers: medical students’ apprenticeship experiences. Med Teach. 2008; 30(3):260–64.Google Scholar
75. Palmer, PJ. Across the great divide: rejoining soul and role. In A Hidden Wholeness: The Journey toward an Undivided Life. San Francisco, CA, Jossey Bass; 2004:13–29.
76. Robinson, K, Aronica, L. Creative Schools: The Grassroots Revolution that's Transforming Education. New York, NY: Viking; 2015.

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×