Surgery
crsbar.GIF (2120 bytes)

 

 

 

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?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Previous Page 
 
   

  Loyola University Chicago Stritch School of Medicine. All rights reserved.
Please send questions or comments to: Renata Barylowicz
Updated: 06/21/2017. Created: 06/21/2017