reflective_ability_scoring_rubric_and_guide.doc

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Reflective Ability Rubric and User Guide Patricia S. O’Sullivan, EdD Professor of Medicine and Director of Educational Research and Faculty Development Office of Medical Education School of Medicine University of California, San Francisco 521 Parnassus Ave Box 0410 San Francisco, CA 94143-0410 (W) 415 514 2281 (F) 415 514 0468 [email protected] Louise Aronson, MD, MFA Associate Professor of Medicine and Director, Northern California Geriatric Education Center and UCSF Medical Humanities Initiative Division of Geriatrics 3333 California Street, Suite 380 San Francisco, CA 94118 (W) 415 514 3154 (F) 415 514 0702 [email protected] Eva Chittenden, MD Assistant Professor of Medicine Harvard Medical School and Director of Educational Programs Palliative Care Service Massachusetts General Hospital 55 Fruit St. FND 600 Boston, MA 02114 (W) 617-7249197 (F)617-724-8693 [email protected] Brian Niehaus, MD Research Assistant Office of Medical Education School of Medicine University of California, San Francisco 521 Parnassus Ave Box 0410 San Francisco, CA 94143-0410 (W) 415 514 2281 (F) 415 514 0468
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[email protected] Lee A. Learman, MD, PhD Clarence E. Ehrlich Professor & Chair Department of Obstetrics and Gynecology Indiana University School of Medicine (W) 317-948-8609 (F) 317-948-7417 [email protected] 2
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Table of Contents 1. Background ........................................................................................................ 4 2. Development ....................................................................................................... 5 3. Psychometric Evidence ...................................................................................... 7 4. Rater Training .................................................................................................... 8 5. References ......................................................................................................... 10 6. Appendix A: Reflective Ability Scoring Rubric ............................................. 12 7. Appendix B: Training Examples ..................................................................... 13 3
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1. Background Over the last decade, numerous organizations (e.g. UK General Medical Council (General Medical Council, October 23, 2009); CanMEDS (Frank JR, October 29, 2009); ABIM (ABIM Foundation et al., 2002; ABIM Foundation); ACP-ASIM (ACP-ASIM Foundation, & European Federation of Internal Medicine, 2002); ACGME (Accreditation Council for Graduate Medical Education, 1999)) have called for incorporating reflection and reflective activities into all levels of medical education. In response to this mandate, educators and accrediting bodies have required trainees and practicing professionals to complete reflective activities, most of which have taken the form of written exercises such as critical incident reports, journals, or responses to structured questions (Wald, Davis, Reis, Monroe, & Borkan, 2009). Reflection, the process of analyzing, reconsidering and questioning experiences and of making an assessment for the purposes of learning, is considered an essential skill for self-directed learning and professional development. It transforms experience into education by helping practitioners identify gaps in their knowledge and skills and by promoting critical reasoning, self-assessment, problem-solving and professionalism (Boud & Walker, 1998; K. Mann, Gordon, & Macleod, 2007). Recent studies suggest reflection may decrease diagnostic errors and improve clinical performance in complex or uncertain situations (Mamede, Schmidt & Penaforte, 2008). Studies of reflection in medical education generally focus on identifying common themes or responding to content issues.
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