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END OF LIFE ESSAY
Please write a short summary (one page if single space or two pages if double space) of an end of life experience encountered during your surgery clerkship. If you didn't have an end of life related- encounter on surgery clerkship, please write about near end of life experience. Please e-mail an essay to Renata at rbarylo@luc.edu.
RFLCT: A Rubric for Reflection at Stritch
Reflection draws on key principles in Ignatius' Examen in an effort to
ground our practice in the religious tradition of our institution in a way
that renders it accessible in a non-religious context.
R: RECALL
an experience. Spend 5-10 minutes before writing to contemplate the
experience.
Here you would provide the type of experience (i.e. PCM 1 service, chaplain
mentor, death of patient, etc.) on which the student should reflect.
F: FORMULATE
a summary. Be objective and include key "facts of the case". Paint a picture
of the key players in the experience. Identify the feelings that you have
while reflecting upon and reviewing this experience. Feelings signal where
the "real action was" and may be: positive and negative, or signify delight,
boredom, fear....peace, contentment, impatience....compassion, disgust,
gratitude....or doubt-whatever was there" (Traub, 2008, 107). Emphasize the
bright spots of the experience and the not-so bright, or dark spots.
Here you would provide the specific content of the reflection. This would be
the space for you to list specific questions on which you want your students
to reflect? For some the general description above will suffice. For others,
you may already have a specific list of questions
L: LEARN
from the successes and shortcomings you experienced. Through reflection, you
should develop a clearer understanding of who you are becoming. The feelings
surfaced in the previous step should tell you where you have room for growth
and where you are succeeding and doing well. What knowledge and skills have
you seen, either in yourself or others?
The questions in "formulate" will generate a variety of "success and
shortcomings" from which the student might learn. These might be performance
based, or it might be about who one is or is becoming; both are
opportunities to learn. Are there specific learning objectives that you
would like your student to consider?
C: CHANGE
by identifying one area or action step for growth, development, and
improvement. You may focus on something that did not go well, or build on a
moment that went particularly well.
Here is the opportunity for a student to identify one area for growth. Above
they may have generated a list of things they learned; now how can they
think about change or reinforcing one particular area. If there is an area
of particular importance for them to consider you might suggest that here.
T: TRANSITION
with a sense of gratitude for this learning opportunity and the people that
made it possible as you make a concrete pledge to move forward. This final
step of the reflection process acknowledges the experience as a gift, and an
opportunity from which you can build on in your formation as a physician.
If there is a specific goal you would like them to
work on you could indicate that here. An example for the EM justice
reflection might be, how will you work to recognize or eliminate potential
instances of injustice?
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