CALL FOR SUBMISSIONS for a book to be published in Fall 2014

KEEPING REFLECTION FRESH

Top Educators Share Their Innovations in Health Professional Education

To be published by Kent State Press in their Literature and Medicine series Editors: Allan Peterkin, MD and Pamela Brett-MacLean, PhD

Scholars from both clinical and humanities disciplines have linked reflective capacity with key learning

goals in clinical education, including fostering empathy, humanism and mindfulness, enhancing narrative

and visual competence, challenging the “hidden curriculum” and supporting professional identity

formation. Our teaching innovations have necessarily been influenced by our own diverse backgrounds,

and for many of us, by unique collaborative relationships we have entered and by what we have learned

when we have shared and reflected back on our work. In this volume of short descriptive, readable,

personal essays, we look forward to highlighting a broad array of representative methods, processes and

themes associated with introducing our learners to the benefits of reflexivity and reflection as they

become health professionals.

We welcome contributions describing various pedagogical approaches, along with your reflections,

impressions, obstacles and surprises. We look forward to learning about the difference it may have

made – for your learners, and potentially also for your educational institution, and clinical teaching sites.

This collection offers an accessible view of our various praxis approaches, and also an opportunity to

clarify and further our understanding by thinking with and through our own stories as reflective practice

educators.

Here are some general (but non-prescriptive) guidelines for submission:

How do you approach reflection in your teaching?

Writing (writing prompts/exercises)

Use of literature (memoir/poetry/fiction), close reading

Theater; performative, embodied reflection

Visual reflection (visual art-based workshops, “looking/seeing”); film/video; graphic medicine); dance/movement; music; art exhibits/-performances

Humor, comedy

Technology (online), social media (YouTube/blogging, etc.)

Portfolios; field work assignments

Which themes do you explore?

Professional identity formation

Professionalism; the hidden curriculum

Uncertainty and ambiguity

Clinical error, patient safety

Challenging assumptions about gender/class/race/ability/power

Clinical/ethical acumen/moral imagination; distress

Clinician burnout and wellness; remediation

Making sense of simulation technology

Naturopathic /complementary and alternate healing

Gender and sexuality

Architecture/contemplation of physical space

Inter-disciplinary exchange/learning

Community building; changing cultures of health care education

Describe your processes:

Introducing reflection at different stages of professional development Fear of reflection, defensiveness, resistance, trust, safety

Faculty development, mentoring

Fostering learning communities in support of reflection; changing learning cultures

Silences, challenges, untoward consequences

Ethical concerns, practices

We are seeking submissions from 500-1500 words on how you encourage your students and colleagues to become reflective practitioners. How/Where to Submit: Please send us your submission as a Word/PDF in the following format:

Provide an engaging narrative about how this teaching approach came to you

Offer a clear description of your teaching innovation (with sufficient detail which would allow others to adapt/use it)

Describe impacts thus far/ future imaginings

Describe the clinical/ humanities disciplines informing your approach to teaching reflective practice

Provide a three line bio Where indicated, include:

Appropriate authorization for reprinting of text/images and sample student excerpts should be obtained.

A “top three” list of references/publications/web links/resources if available Send your submission to: howtoreflect@gmail.com by March 31st 2013 Decisions regarding submissions will be communicated by July 15, 2012.