“Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning.”

– Boud et al. (1985)

Audiovisual tape exercise was an interesting task during the INTAPT course, which was heavily based on reflection. The learners were instructed to evaluate and reflect on the recording of one of their teaching sessions, in addition to evaluating a video of a colleague’s teaching session.

This exercise was largely supported by Kolb’s experiential theory. The purpose was to reflect on our own and our peer’s experience, and then modify our teaching style by incorporating the newly learnt teaching techniques and learning theories, through experimentation, followed by concrete experience¹. Other overlapping theoretical frameworks include Bandura’s social cognitive theory, Vygotsky’s social constructivism, and Schön’s reflective learning. The social cognitive theory describes learning as a dynamic interaction between personal factors, behavior and the environment, which occurs through observational learning, self-efficacy and reciprocal determinism². Vygotsky’s social constructivism theory suggests that knowledge is socially constructed and influenced by past experiences and present interactions. Its application includes mediation through tools, tool being the videos for this task, reflection as a social practice and peer evaluation³. Schön’s theory is based upon reflection in-action and reflection on-action. This activity fostered reflection on-action⁴.

I conducted a simulation-based academic half-day session on abdominal and lung POCUS for Hospitalist fellows at Sunnybrook Health Sciences Centre. On reflection, the session was clear, structured, and began with defined learning objectives, followed by foundational concepts, techniques, and pathology review. I maintained an appropriate pace and promoted engagement through questions and interactive discussion, including assessing prior experience and encouraging hands-on participation. I aimed to create a psychologically safe environment and provided constructive feedback. Instructional tools included the simulation manikin with integrated imaging and pathology modes. I also shared additional learning resources, though a summary handout would have further enhanced learning.

My peer provided constructive feedback to my teaching session, elaborating on most of the points I have mentioned. A couple of things she noted were my reminder of the limitations of using the simulated manikin, and the different methods I used to promote a safe environment.

When evaluating my peer’s video, I noted that the presentation was well-structured, beginning with recognition of bilious vomiting and progressing logically through differential diagnoses, including surgical causes, as well as investigations and management, demonstrating strong use of relevant literature. It was clearly delivered at an appropriate pace, with concepts effectively explained using examples. The presenter fostered a psychologically safe and inclusive learning environment by setting ground rules, encouraging questions, and offering a hybrid format to enhance accessibility. Learner engagement was maintained through interactive strategies such as simple questions, polls, and visual aids, including a slide on bile color identification. The presenter’s enthusiasm further supported engagement, though the session could be enhanced with additional resources such as videos, handouts, or infographics to reinforce learning.

References:

1. Kolb, Alice Y., and David A. Kolb. “Experiential Learning Theory as a Guide for Experiential Educators in Higher Education.” Experiential Learning and Teaching in Higher Education, vol. 1, no. 1, Sep. 2022, p. 38. DOI.org (Crossref), https://doi.org/10.46787/elthe.v1i1.3362.
2. Bandura, A., & National Inst of Mental Health. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
3. Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of social sciences, literature and languages, 1(1), 9-16.
4. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.