The document describes a reflective activity where a medical student asked the instructor what a structure was during a lab session. The instructor told the student to try and figure it out themselves and come back if they were struggling. The student then went to another instructor who directly provided the answer. Students were split into groups to reflect on this scenario using Brookfield's reflective model from different perspectives - the instructor's perspective, the students' perspective, and colleagues' perspective.

1. Reflective Practice 2
©S.Connolly

2. READING IN PROGRESS

3. Reflective Activity
You are teaching a practical lab session of the thorax to first year
medical students. There is 40 students and 3 demonstrators
including you, present in the lab. A student comes to you and asks
you ‘what is this?’ pointing to a structure that you know to be a
question in the workbook. You tell the student you are not there to
give them the answer, to try to figure it out and if they are
struggling to come back to you. You then see them go to another
colleague who uses a more didactic approach and gives them the
answer. In your groups reflect on this using a lens Brookfield’s
Model.
• Group 1: Self | Group 2: Students | Group 3: Colleagues : 15 minutes

4. Sharing
Reflective
Lenses

5. Scholarship
Using
Theoretical
Evidence

6. Reflection: Teaching Level & Qualification
• Brookfield is excellent for teaching portfolios
• Using Gibbs gave you insight into a ‘self’ model
Homework
Using your reflection from today and previous
assignment
look at pg.3 of the HEA Professional standards
framework.
Based on today’s reflection and your assignment
reflection what areas of activities, core
knowledge and professional values can you relate
to and justify?
HEA Framework PDF link:
https://www.heacademy.ac.uk/system/files/down
loads/uk_professional_standards_framework.pdf

7. PORTFOLIO Q&A