Source Video (Third-Party Educational Media)
This lesson incorporates a publicly available video hosted on YouTube and created by Dr. Gail Armstrong. The video is referenced for educational and instructional purposes in support of free, open-access EMS education. Full credit and copyright remain with the original creator.
Video:
Implementing Reflective Practice by Dr. Gail Armstrong
Creator: Dr. Gail Armstrong | University of Colorado School of Medicine
Platform: YouTube
License: Standard YouTube License
Reflective Practice for EMS Educators
Overview
Reflective practice is a deliberate process of critically examining professional actions, decisions, and assumptions to improve future performance. In EMS education, it enhances instructional effectiveness and learner outcomes by promoting metacognition, critical thinking, and evidence-based improvement.
Core Concepts
The foundation of reflective practice lies in Experiential Learning Theory (Kolb, 1984) and Schön’s Model (1983). It involves two major forms:
- Reflection-in-action: Real-time awareness and adjustment during teaching or clinical activities.
- Reflection-on-action: Post-event analysis to evaluate decisions, emotions, and outcomes.
Models and Frameworks
- Gibbs’ Reflective Cycle (1988): Description → Feelings → Evaluation → Analysis → Conclusion → Action Plan.
- Johns’ Model (1995): Focuses on ethics, aesthetics, personal knowledge, and sociopolitical influences.
Implementation Strategies for Educators
- Structured Debriefing: Follow simulations or clinical encounters with guided questions: “What went well?”, “What could be improved?”, and “What will you change next time?”
- Reflective Journals: Maintain records of key insights from instruction and student interactions.
- Peer Observation: Collaborate with colleagues for reciprocal teaching observations and dialogue.
- Feedback Integration: Use student evaluations and peer feedback to inform ongoing inquiry.
- Professional Portfolios: Compile evidence of growth, revised lesson plans, and outcomes data.
✓ EMS Educator Reflection Template
| Stage | Guiding Questions |
|---|---|
| Description | What event or teaching session am I reflecting on? What occurred? |
| Evaluation | What aspects of the session went well? What did not? |
| Analysis | Why did these outcomes occur? What factors influenced them? |
| Action Plan | What will I change or explore further in future sessions? |
Alignment with Best Practices
- Metacognition: Encourages awareness of teaching philosophy and decisions.
- Transformative Learning: Promotes perspective change through critical reflection.
- CQI: Mirrors the EMS system’s emphasis on data-driven improvement.
Conclusion
Reflective practice transforms EMS education from a procedural process into an adaptive, evidence-informed discipline. By modeling these behaviors, educators cultivate a growth mindset that students will carry into their clinical careers.
References
- Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods.
- Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning.
- Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action.
- Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education.