Reflective Practice & Leadership in Medicine & Medical Education (Out of Print)

Abstract

OPEN ACCESSSeptember 17, 2009Reflective Practice & Leadership in Medicine & Medical Education (Out of Print) Ernest Frugé, PhD, Jan Drutz, MD, Marc Horowitz, MD Ernest Frugé, PhD Baylor College of Medicine Google Scholar More articles by this author , Jan Drutz, MD Baylor College of Medicine Google Scholar More articles by this author , Marc Horowitz, MD Baylor College of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.3182 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThis resource is a comprehensive website aimed to help medical educators prepare physicians and allied health professionals for the leadership dimensions of their roles. Specifically, this site will help medical professionals apply the principles of reflective practice and leadership (RPL) to all of their responsibilities, whether assisting patients, teaching, conducting research, serving as mentors, or supporting colleagues. A complete review of the website will equip a medical educator to design and pilot an RPL educational event in his or her own institution. The methods detailed on the website are the result of 12 years of work with residents, fellows, and practicing physicians in a variety of specialties and settings. Our measured outcomes clearly indicate that physician learners find the methods engaging and useful in addressing elements of four out of the six core competency domains set forth by the ACGME (patient care, practice-based learning, interpersonal/communication skills, and professionalism). Educational Objectives By the end of this simulation, educators will be able to: Define reflective practice and leadership as it applies to medicine and medical education.Compare the steps in sound clinical reasoning to the fundamental steps in the scientific method.Describe how this same reasoning process can be applied to the analysis of complex social situations and planning for strategic action.Describe how seasoned educators support the development of independent clinical reasoning in trainees.Describe how these same educational methods can be applied to support the development of trainees' reasoning skills during complex social situations. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Web Link Access_3182.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2009 Frugét al. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsACGMEReflective PracticeTruth DisclosureSelf-ReflectionEducation Disclosures None to report. Funding/Support This research was supported by the Arthur Vining Davis Foundation. Prior Presentations Horowitz ME, Fruge E. Reflective practice in medicine and medical education. Presented at: Inaugural Conference for Canadian Pediatric Hematology Oncology Program Directors and Residents; October 20, 2006; Lake Louise, Alberta, Canada. Fruge E, King J, Fordis M, Drutz JE, Horowitz M. Enhancing ethics education through research and reflective practice. Presented at: Annual Showcase of Educational Scholarship; October 30, 2006; Houston, TX. Loading ...