Reflective Skills Research Articles

Integrative Learning Strategies for Enhancing Critical Thinking in Islamic Religious Education

This research employs a qualitative approach to explore integrative learning strategies aimed at enhancing critical thinking skills in Islamic Religious Education at the secondary school level in Padang, Indonesia. The study involved four teachers and 120 students from various classes to provide a comprehensive perspective. Given the increasing importance of critical thinking in education, especially in subjects that shape students' moral and ethical foundations, this research emphasizes the crucial role of developing these skills within Islamic Religious Education. Data were collected through direct classroom observations, in-depth interviews with teachers and students to capture their experiences and insights on the strategies used, and a detailed analysis of relevant teaching materials. The findings reveal that group discussions create a dynamic environment where students can exchange ideas, broaden perspectives, and develop critical arguments. Case study analyses enable students to connect religious concepts to real-life situations, reinforcing the practical significance of religious teachings. Problem-solving activities promote logical, systematic, and reflective thinking skills, especially when addressing complex moral and ethical dilemmas. The study also highlights that these strategies not only enhance students' critical thinking but also increase their active engagement in learning, deepen their understanding of religious teachings, and foster a reflective approach toward moral values. This research offers an in-depth understanding of the effectiveness of integrative learning strategies in Islamic Religious Education and underscores their relevance in preparing students to meet the demands of modern education, which prioritizes critical thinking skills.

Effect of Project Based Learning Method on Students ‘Academic Performance in Mathematics Subject in Rwanda

Purpose: The purpose of this study was to evaluate the effect of project-based learning (PBL) on students’ academic performance in mathematics at TTC Muhanga, located in Muhanga District, Southern Province. Methodology: A descriptive research design was employed, involving 889 participants, including 273 student teachers, 23 teachers, 1 dean, and 1 principal. The study ensured reliability through test-retest and Cronbach’s alpha methods, while content validity was assessed using the Content Validity Index (CVI). Data were gathered through questionnaires and interviews and analyzed using SPSS. Findings: The findings reveal a generally positive perception of PBL practices. Collaborative projects were particularly well received, with 73.9% of teachers agreeing that they enhance communication (mean score: 4.61). Hands-on activities were also endorsed by 69.56% of participants (mean score: 4.48), while technology integration received less consensus, with 60.87% agreeing on its effectiveness (mean score: 4.30). Reflection and presentation skills were highlighted as especially impactful, with 78.26% of respondents strongly agreeing (mean score: 4.65). The study further demonstrates that both collaboration (r = .904, β = .500) and technology use (r = .677, β = .553) significantly contribute to increased student engagement and improved academic performance. Unique Contribution to Theory, Practice and Policy: Based on these findings, the study recommends enhancing technology integration within PBL, promoting continuous professional development for teachers, emphasizing the importance of collaboration in PBL activities, and increasing opportunities for students to engage in reflection and develop presentation skills.

The study of newly-qualified teachers’ psychological well-being and personal reflection

Introduction. The article examines the peculiarities of psychological well-being and satisfaction with the profession of novice teachers in connection with personal reflection. The purpose of the study is to reveal the specifics of psychological well-being and personal reflection of teachers at the initial stage of professional development. Materials and Methods. The study follows a systematic approach and the concept of psychological well-being (K Riff). In order to achieve the purpose of the research, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (tests) methods, as well as methods of statistical information processing. To collect relevant data, the methods were presented by means of a Google form via an online resource. The research sample consisted of 162 newly-qualified teachers from Omsk and the Omsk region whose work experience ranged between 6 months and 5 years. Results. The authors of the article obtained the following results: - analyzed and summarized Russian and international research investigations on issues of psychological well-being, the level of development of reflection and novice teachers satisfaction with their profession; - the empirical results of the study are presented, which reflect the priority indicators of psychological well-being, the level and types of personal reflection, the level of satisfaction with the professional development of newly-qualified teachers; the specifics of psychological well-being and personal reflection of teachers are revealed, the types of teachers at the initial stage of professional development are described. Conclusions. The specifics of psychological well-being and personal reflection of novice teachers are determined by difficulties in managing the environment, building interaction with colleagues and self-acceptance, readiness for personal growth and autonomy, and there is also insufficient development of reflection skills, in particular, reflection on communication and real activity, which affects satisfaction with professional activities. The types of novice teachers have been identified depending on the specifics of psychological well-being, the level of development and type of personal reflection, and satisfaction with profession.

Implementation of Active Learning Methods in Islamic Religious Education to Improve Students' Critical Thinking Skills in Schools

This research aims to examine the effectiveness of implementing active learning methods in Islamic Religious Education (PAI) as an effort to improve students' critical thinking skills at school. This research uses a quantitative approach with a quasi-experimental design, involving students from several secondary schools as samples. Data was collected through critical thinking skills tests before and after implementing active learning methods. The research results show that the application of active learning methods significantly improves students' critical thinking skills in the PAI context. These findings indicate that this method is effective in creating a learning environment that supports the development of students' analytical, evaluation and reflection skills on religious values, as well as their relevance in everyday life.

DEMOCRATIC EDUCATION: IMPLICATIONS FOR TEACHING WORK

The school curriculum plays a fundamental role in the civic education of students, directly influencing their skills and social values. Through formal education, the curriculum contributes to the development of critical, reflective and participatory skills, necessary for conscious action in society. Civic education involves not only theoretical knowledge, but also the construction of practices and attitudes that promote democratic coexistence and respect for diversity. Thus, education focused on citizenship must consider cultural, ethical and political aspects, promoting the active engagement of students. The general objective of this article is to analyze how the school curriculum contributes to the civic education of students. The specific objectives are: - to identify the pedagogical practices present in the curriculum that foster citizenship; - to verify the presence of content that encourages critical thinking and social participation; - to evaluate the importance of interdisciplinarity in the construction of a civic education. The research problem that guides this study is: In what way does the school curriculum contribute to the civic education of students? The methodology used was bibliographic, based on a literature review of works that address the relationship between school curriculum and citizenship. The results indicate that a curriculum that integrates democratic principles, social values, and practices of mutual respect favors the development of critical and participatory citizens. The discussion reinforces the need for an interdisciplinary approach that takes into account the diversity and multiple realities of students. It is concluded that the school curriculum must be constantly reviewed and adapted to meet social demands and to educate individuals capable of acting ethically and responsibly in society, fully exercising their rights and duties as citizens.

REFLECTION IN THE STRUCTURE OF INNOVATIVE COMPETENCE OF TEACHERS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The issue of the article concerns the topical issue of innovative competence and its components. The author aimed to characterize one of the components of this education, which refers to the ability to analyze the effectiveness and efficiency of pedagogical activity, as well as to adjust it as necessary. It is about the skill of reflection as one of the leading features of a teacher with highly developed innovative competence, since the creation and implementation of innovations requires regular analysis not only of the process of implementing something new in the educational process but also of observing and evaluating the personality of the teacher as a specialist who carries out innovative activities. Thanks to the use of such methods of scientific research as system-structural and system-functional analysis, generalization and systematization of theoretical aspects of the topic, observation, and study of the products of pedagogical activity, the author conducted a review of scientific literature regarding the essence of innovative competence of a teacher of a general secondary education institution, its structure and key characteristics, in particular, reflection skills. In addition, the publication provides information on reflective competence, which, on the same level as innovative competence, occupies a prominent place in the system of professional characteristics of a teacher regulated by normative documents. The unifying feature for both is the skill of reflection, therefore the article also presents the views of domestic scientists on the essence of this phenomenon and methods of its development and improvement. In addition, practical tools (reflective questionnaires, tables; reflective essays; pedagogical portfolios, etc.) are characterized, which contribute to the formation and improvement of the ability to reflect on one's pedagogical activity, in particular innovative ones. The publication analyzes fragments of reflective essays from teachers of general secondary education institutions who took the experimental course "Innovative aspects of the teacher's activity". This made it possible to conclude the reflexive competence of teachers, the development of reflection skills, as well as to substantiate reflection as a component of innovative competence.

Facilitating Capability: iSAP – A Novel Pedagogical Intervention

This study explores the educational impact, as perceived by students, of an innovative, online context-rich case-based learning assessment and reflection framework known as integrating Science and Practice (iSAP). The study draws on a cross-sectional study conducted from 2018 to 2020 for students in units of study where an iSAP case was used as one assessment method. The voluntary survey was administered via the university’s learning management system at the end of each academic year (Semester 2). The 19 self-rating questions were presented as counts and percentages. The difference in item responses between undergraduate and postgraduate students was explored using chi-squared tests. We observed that the majority of students perceived iSAP as a well-rounded framework that helped them apply knowledge and skills to real-life situations, improved their understanding of study material and helped them develop evidence-based reasoning, critical thinking and reflective analysis skills. We also observed that postgraduate students, compared to their undergraduate counterparts, were more likely to agree with statements related to the authenticity of the iSAP case as well as the benefits of iSAP to individual learning, further engagement in research to extend their knowledge and development of their evidence-based reasoning skills and critical thinking skills. We conclude that iSAP is an innovative case-based learning and assessment approach to facilitate preparation for professional and clinical capability. Further research is required to determine the impact of student professional maturity and how this may impact upon students’ perception and adaptation of the reflective component of the iSAP framework.

Unveiling the Core Competencies in Neuroscience Nursing Within the Context of Italy: A Qualitative Phenomenological Analysis.

Background: In 2008, the European Association of Neuroscience Nursing (EANN) initiated the NeuroBlend™ project, which aimed to delineate the roles and competencies of neuroscience nurses across Europe. This project resulted in the development of the European Competence Profile (ECP), intended to standardize educational pathways and professional recognition for this specialized field. Aim: This study examines the relevance of neuroscience nursing practices to the competencies outlined in NeuroBlend™ across different Italian care settings, including multiple sclerosis, pediatric neurosurgery, pediatric neurology, Alzheimer's disease, and substance addiction. Methods: A phenomenological approach was employed, utilizing focus groups to gather the perspectives of nurses on the competencies defined by the NeuroBlend™ model. The focus groups were conducted from May 2022 to September 2022. The data collected from the focus groups were analyzed using thematic analysis. Results: Thirty nurses participated in the focus groups. Thematic analysis revealed the core competencies, such as communication, empathy, flexibility, and reflective skills, as critical in all care settings. The main themes that emerged were relationships with patients and families, personalized care, and continuity of care. Conclusions: The competencies outlined in the NeuroBlend™ framework are vital to the role of neuroscience nurses in the settings studied and remain highly relevant in the context of Italian healthcare.

Transferable Skills And Graduate Attributes: Analysis of health services management students’ reflections on an industry-based placement

Purpose: Work Integrated Learning (WIL) supports learners to acquire transferable skills and graduate attributes for employability through placements in settings aligned with their future profession. The purpose of this paper is to explore, student reflections on the attainment of transferable skills and university graduate attributes on health service management (HSM) work integrated learning placements in one Australian University. Design/methodology/approach: The study used data collected from e-portfolios from two cohorts of students who completed placements in the health industry. Structured e-portfolios recorded student reflections, these were analysed both quantitatively and qualitatively. To analyse the reflections, content analysis and mapping of narratives to transferable skills and University graduate attributes was used to evidence their attainment by learners on placement. Findings: The data demonstrated that students attained transferable skills and university attributes and reflected upon them in their e-portfolios. However, not all transferable skills and attributes were evidenced in student portfolios. Ethical thoughts and actions, respect and capability with First Peoples, citizenship and social responsibility, negotiation and conflict resolution, research and organizational membership were not comprehensively demonstrated. Reflective skills and learning how to reflect could be further emphasised and practiced within the curricula. The outcomes of the study can be used to strengthen the focus of reflective e-portfolios, inform the development of HSM curricula and support academics teaching in WIL programs to further clarify expectations on reflection. Originality: This paper is of interest to Universities aiming to equip graduates with transferable skills and the attributes to thrive in complex and rapidly changing work environments. The study identified further research opportunities that could inform the design and content of e-portfolios to demonstrate the skills attained on placement.

Developing modelling competencies in pre-service mathematics teachers through reflective thinking skills

Background: Ghana’s commitment to quality education has been reflected in its goal of providing equal access to high-quality education, leading to the reforms of the New Common Core Mathematics Curriculum for Basic Schools. The study explored the integration of mathematical modelling using reflective thinking skills, which are not currently core competencies in Ghanaian basic school curriculum.Aim: The study examined the modelling proficiency of pre-service mathematics teachers by assessing their reflective thinking abilities in a modelling laboratory context.Setting: The study focussed on pre-service mathematics teachers from two education colleges in Ghana.Methods: Using purposive sampling to select participants, a quasi-experimental design with pre- and post-test interventions was employed. Data were analysed through content and inferential analysis, supplemented by interviews.Findings: The findings indicated that the comparison group lacked prior knowledge of modelling problems and struggled with comprehension tasks. In contrast, the experimental group successfully translated real-world problems into mathematical models.Conclusion: Providing pre-service mathematics teachers access to a modelling laboratory and modelling-eliciting activities was essential for developing future modellers. This approach would enhance their effectiveness in teaching foundational mathematics in Ghanaian education.Contribution: This study advocated for re-orienting the mathematics curriculum at both Basic schools and Colleges of Education in Ghana to include mathematical modelling and reflective thinking skills as core components.

Using Self-Regulated Learning supported with Artificial Intelligence (AI) Chatbots to Develop EFL student teachers' Self-expression and Reflective Writing Skills

Using Self-Regulated Learning supported with Artificial Intelligence (AI) Chatbots to Develop EFL student teachers' Self-expression and Reflective Writing Skills

Meningkatkan Kemampuan Berpikir Kritis Melalui PBL pada Materi Sepuluh Perintah Allah Fase B Kelas 4 SD N 3 Sijambur

This study aims to enhance students' critical thinking skills through the implementation of Problem-Based Learning (PBL) on the Ten Commandments material for 4th-grade students in phase B at SD N 3 Sijambur. PBL encourages students to explore and solve contextual problems related to the understanding and application of the Ten Commandments in daily life. This method promotes critical thinking, collaborative learning, and the development of analytical and reflective skills. The results of the study show a significant improvement in students' critical thinking abilities, particularly in identifying problems, formulating relevant solutions, and evaluating information logically. Thus, the application of PBL in this material contributes positively to the development of students' critical thinking skills

Effect of concept mapping education on clinical decision-making in nursing students: A randomized controlled trial

Clinical decision-making is a critical and essential skill in clinical care. Nurses' proficiency in proper clinical decision-making significantly improves the quality of nursing care. As an active learning approach, concept mapping education plays a vital role in deep learning and applying critical thinking skills in clinical decision-making. This study aimed to investigate the impact of concept mapping on clinical decision-making in nursing students. The study was an experimental design with two groups, where participants were randomly assigned to the test group (25 students) or the control group (25 students). Data were collected using the clinical decision-making questionnaire. Based on relevant literature, the test group participated in eight concept mapping sessions lasting 60 to 90 minutes each, while the control group received traditional lecture-based education. Covariance analysis, excluding the effect of the pre-test, showed no significant difference (P=0.86, eta=0.01). Still, a paired t-test revealed a significant difference in the test group before and after the intervention (P<0.01). The results demonstrated that concept mapping education enhances clinical decision-making. Therefore, this teaching method, which promotes students' reflection, creativity, and decision-making skills, is recommended in nursing education. Concept mapping is an effective, innovative, and cost-efficient educational strategy.

THE NATURE, CHARACTERISTICS AND IMPORTANCE OF REFLECTIVE PRACTICE IN FOREIGN LANGUAGE LEARNING AND TEACHING

The following article discusses the characteristics and nature of reflective skills in foreign language teaching and learning. The formation and development of reflective abilities focuses on planning, analyzing the educational process, working on mistakes, and working on difficulties and problems that may arise in the future process of education.

Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the cross-sectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills.

Effect of a simulation game on nursing students’ reflective thinking skills: a mixed methods study

BackgroundThis study aimed to investigate the effect of a simulation game called “The Ward” on reflective thinking skills of senior nursing students.MethodsA convergent mixed methods parallel research design was conducted between February-April 2018. The sample for this study was a convenience sample (n = 23) of senior nursing students. Student Information Form, Reflective Thinking Scale and a structured interview form were used as data collection tools. During study, simulation game was played once a week for seven weeks. Descriptive statistics (frequency, percentage, mean) were used for analyzing data, t test for dependent groups tests were applied to determine differences within group and qualitative data was analyzed with content analysis.ResultsAfter playing the simulation game, nursing students’ reflective thinking scores (pre-test = 39.70 ± 5.15; post-test = 67.39 ± 8.13) increased significantly (p < 0.05). It was found students noticed their shortcomings and mislearnings by comparing their existing knowledge in setting of teamwork and cooperation created by the game, and consequently students’ motivation increased or decreased. The teamwork and collaboration created with in the simulation game caused students to gain self-confidence, to expand their perspectives, to develop effective decision-making skills, to increase their motivation, to discover their own incomplete knowledge, skills or mislearnings.ConclusionsThese results support that the simulation games can be used to improve reflective thinking level of students. This finding shows that nursing education curriculum needs to be restructured using new methods such as simulation games aimed at improving students’ reflective thinking skills. In this direction nurse educators should be involved with policy making and policy makers to develop strategies to ensure that graduated nursing students should gain reflective thinking skills. In addition nurse executives should encourage using simulation and simulation games in service training to improve nurses’ reflective thinking skills and life long learning.

‘How far I’ve come’: the value of reviewing past written reflections

ABSTRACT Promoting reflection on experience and developing students’ reflective skills is an important element of curricula across the health professions. Students often do not find reflection easy and educators use a range of approaches to facilitate this. This qualitative study analysed final year medical students’ written reflections about important and difficult concepts they had encountered at medical school and personal change. As part of this, students were expected to look back on their written reflections from earlier years of the undergraduate programme. An initial analysis identified ‘learning from past reflections’ as an important theme. Here we report an in-depth analysis of this theme. Thirty-six final year volunteer students’ reflections were analysed and 6 themes identified where students explicitly referred to earlier written reflections. These were: managing emotions; holistic, patient-centred care; uncertainty and ambiguity; self-regulation; growth in identity and sense of self efficacy; and reflective practice changes. Asking students to reflect on past reflections appeared to help students identify personal change, and how their understanding of ‘important concepts’ and their views and approach to reflective practice have developed. Experienced by students as a motivating, profound, sometimes cathartic process, this activity could be a useful addition to reflective writing training in health professions.

Dropout in elite sport: What stressors and resilience factors are perceived in youth sport climbing?

Introduction &amp; Purpose Psychosocial stress is a major risk factor for the development of a wide range of psychiatric and somatic illnesses (Hughes et al., 2017). Social factors such as perceived autonomy and competence, relatedness and task climate appear to be related to people dropping out of a sport (Balish et al., 2014). To this point in time, the developmental aspects in youth sports are insufficiently described in the literature. Previous studies dealing with dropout have indicated critical aspects on a personal, contextual, chronological, and procedural level (Moulds et al., 2024). The perception of these aspects seems to determine the individual stress experience. Therefore, the aim of the study was to identify stressors and resources in youth sport climbing and to gain a deeper understanding of how these relate to dropout. Methods Guided by the theoretical framework of the bioecological system theory (Bronfenbrenner &amp; Morris, 2006), two active and six non-active climbers between the ages of 18 and 25 were interviewed using a semi-structured interview approach. The non-active climbers were dropouts, defined here as an athlete ending their competitive sport career before reaching their individual performance peak. In this case they were asked about the related circumstances. Active athletes started the interview from their current perspective. Each development-relevant factor (person, process, context, time; Bronfenbrenner &amp; Morris, 2006) was then reflected on in terms of resources and stressors. The inclusion criterion was the qualification for the national team. A qualitative content analysis was carried out according to Mayring and Fenzl (2022). The data was analyzed using MAXQDA 24 software. Results The interviewed climbers addressed the context of family, school, social environment, training, and personal factors. A high level of social interaction was experienced. The topics of bodyweight and nutrition were often reported with negative connotations, particularly impacted by external factors. Communication skills were a consistently mentioned factor as a resource and potential stressor. A lack of individualisation and opportunities for personal development were reported as long-term stress factors. Feelings of responsibility and self-inflicted pressure were described as additional loads. Professional attachment was reported as a personal resource when positively evaluated. Reflection skills were recognised as a helpful stress management tool. As illustrated in Figure 1, the mindset of individuals appears to be shaped by the internal and external interplay of available resources, aspects of motivation and beliefs that are internalised. Discussion &amp; Conclusion Several factors seem to interact modifying an individual’s experience of stress. The perception of stress at a certain point in time must be seen as a combination of the load experienced and the individual available resources. Sport-specific requirements should be considered. Dropout can be one of the consequences of overall stress in competitive sports and should be analysed systemically. The intention was to identify starting points for reducing dropout rates in sports and support health-promoting participation. These are the first results of this project, in which further athletes from climbing and other sports will be interviewed.

Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare

ABSTRACT This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator’s careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study’s findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator’s emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire’s call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education.

Healthcare compassion interventions co-design and feasibility inquiry with clinicians and healthcare leaders in Aotearoa/New Zealand

Compassion in healthcare is valued by patients, healthcare professionals (HCPs), and leads to improved outcomes. Notwithstanding reports of systemic failings in the provision of compassionate care, research regarding ways to intervene remains limited. The aim of this study is to clarify compassion intervention needs in a diverse HCP workforce in public secondary healthcare in Aotearoa New Zealand (NZ) by utilising a co-design process. The co-design process involved a series of workshops with clinicians followed by in-depth interviews with healthcare leaders to derive input regarding feasibility and implementation. Reflexive thematic analysis was used to analyze the data. There was a great deal of interest in compassion interventions from healthcare professionals and leaders. However, for compassion interventions to be acceptable, feasible, and effective, compassion interventions design should be reimagined and reflected at each step of interventional design and implementation and span across organizational levels. Namely, the results of the study showed the preference for non-individual focused multi-level interventions to build bridges and connections. The desired compassion intervention components included practising connecting with others' humanity, improving compassion knowledge and relational and reflective skills, and cultural safety and anti-racism training. Experiential training embedded in models of cultural dialogue was the preferred interventional modality. Prioritising leadership as an intervention site was suggested to improve leadership's buy-in of compassion interventions and possibly serve as a starting point for transforming the broader culture, reviving interconnectedness in a healthcare system described as fragmented, disconnected, and alienating with compassion also acting as an equalizer of power.