Value of Reflective Learning in Difficult Encounters

REFLECTIVE LEARNING:

A PRINCIPLE OF ADULT EDUCATION

While requirements for successful completion of graduate and post graduate training programs in the physical sciences have increased, there is frequently little structured time for individuals to become self -aware, and to think about, emotionally evaluate, and reflect on their experiences with a mentor.  Lack of reflective learning can contribute to an under experienced and thereby a less than optimal, integrated, and on-going education for care givers of all training and experiences to practice the practice.

It is often assumed that enhancing self-awareness and processing the integration and “ownership” of the totality of learning experiences will automatically occur without organized reflection.  In fact, much of our education occurs with our patients and their families, oftentimes in highly intense and emotional encounters.  Successful integration and “ownership” of these experiences, requires reflection and reflective supervision, generally with a trained and interested mentor. It is in these reflective sessions that much of the emotionality connected to the experiences are evaluated and appreciated so they do not interfere in the necessary on-going learning process and care-giving responsibilities.

Reflective learning sessions are designed to give the practitioners, regardless of age and experience, the opportunity to assess their emotional responses during patient/family encounters to more mindfully utilize them in enhanced care of others and themselves.

Alan S. Wolkenstein, MSW

Clinical Professor of Family Medicine (Ret.)

University of Wisconsin School of Medicine and Public Health

Senior Educator and Consultant: Wolkenstein and Associates,LLC