This session dealt with reflective models in learning. Ken Ruit of Anatomy and Cell Biology applied this concept to the instruction of medical students. He argued that snap judgements could be as effective as reflective judgements and that the two can intersect. He illustrated how reflection led to a change in medical education, including getting students to incorporate their values and what makes them unique as well as active learning exercises. He highlighted a couple ways the curriculum adopted new methods. One example was using patient cases and then brainstorming and working together with peers to analyze problems to facilitate learning. Another was what he called a “medical humanities”, which allow students to incorporate non-scientific disciplines into medical education. This approach of using liberal arts appears to create an environment that will develop well-rounded physicians. Another interesting curriculum development was a simulation lab, which enforced reflection in knowledge. As educators, he argued that teachers must model reflective learning, create active learning environments, and provide feedback. His presentation was a convincing argument for utilizing reflective learning in many classroom situations.
Patti Alleva of the Law School discussed the interesting concept of using literary consciousness in judicial training and how incorporating non-legal educational ideas and methods can influence lawyers and judges for the better. She discussed how judges were viewed as more predictable then they actually are when issuing rulings. To her, teaching to the whole person is critical to creating more well-rounded judges and lawyers. The idea of bringing a liberal arts type component to a traditionally professional curriculum is something that more programs should explore.
Kara Wettersten of Counseling Psychology examined how reflective methodology applied to different fields and what teachers should have students reflect upon. One key component to this was identity, specifically culture. She stressed that students need to become aware of their own culture and identity, then consider how their individual characteristics differentiate them from the majority culture and how this influences their personal decisions. She briefly mentioned consideration of privilege and oppression and awareness of the other.
Her second area of focus for reflection is interpersonal awareness. How can one impact others. Within this, she dealt with individuals and situations that irritate a person.
The third area was intra-personal awareness, the awareness of themselves on the inside. She mentioned being aware of how we respond to stress. In addition, reflection upon one’s values and how they influence a person’s decisions, both personally and professionally. Finally, reflecting upon the profession and what is expected is important. She stressed that students in a profession should reflect on personal conduct within the profession.
Prof. Wettersten argued for pushing students towards reflecting in the classroom to close out her portion of the session.
This session was quite informative, as using reflection can have many important applications for a wide range of disciplines. This session was one of several held at the end of the first day of the colloquium, but Saturday morning, Professor Tagg will speak on “Closing the Learning Loop: Asking Questions that Count.” Please come out for this informative talk.
