Refining My Teaching Lens: A Journey Through Structured Reflection

Completing the teaching log across different scenarios has provided valuable insights into both my teaching practices and the effectiveness of structured reflection. By documenting six varied sessions—ranging from 1:1 ambulatory teaching in family medicine to a hospital-based group session for surgical assistants—I have gained a broader perspective on how my teaching style adapts to different learners, settings, and educational objectives.

My Olympus OM-D camera

One of the key takeaways from this process is the recognition of how structured reflection enhances teaching effectiveness. This was reinforced further through my reading of Bassot’s “The Reflective Practice Guide: An Interdisciplinary Approach to Critical Reflection” (please see my book review, here) (1). By systematically analyzing each session's positive aspects, difficulties, and areas for improvement, I have been able to pinpoint common themes in my teaching approach. For example, across multiple ambulatory sessions, I observed that learners often struggled with confidence in patient communication, whether in discussing medication changes, negotiating screening recommendations, or interacting with pediatric patients. This highlighted the need for me to incorporate more deliberate strategies to support learners in developing communication skills, such as role-playing exercises and modelling patient interactions.

Another significant insight was the impact of learner-centred adaptability in my teaching. In the hospital-based surgical assistant session, I encountered a diverse group with varying levels of experience, reinforcing the importance of tailoring my approach to different competency levels. This experience reaffirmed my commitment to the principles of Knowles’ adult learning theory, which emphasizes self-direction and the integration of prior experiences (2). It also highlighted the value of peer-assisted learning as an effective strategy in mixed-skill group settings.

The teaching log also reinforced my belief in problem-based and experiential learning. Scenarios such as chronic disease management, acute care visits, and pediatric assessments required learners to actively engage in clinical reasoning rather than passively absorb information. This aligned with Kolb’s experiential learning cycle, reinforcing the importance of allowing learners to engage, reflect, and apply knowledge in real-world contexts (3). Through this process, I have become more intentional in ensuring that every teaching session includes an opportunity for learners to actively engage, reflect, and practice applying their skills.

Moreover, the log highlighted areas where I can continue to refine my teaching. In some sessions, particularly when addressing patient resistance to recommendations, I found that learners struggled with balancing medical knowledge with patient-centred communication. This has encouraged me to seek additional strategies for coaching learners in shared decision-making and motivational interviewing, further enhancing their ability to connect with patients effectively.

Overall, using the teaching log template provided a structured means to evaluate my teaching and its impact on learners. It has reinforced the importance of adaptability, experiential learning, and communication coaching while offering concrete strategies for ongoing refinement. By continuing to engage in structured reflection, I aim to further refine my teaching style to better support learners in both individualized and group learning environments.

References:

(1) Bassot, B. (2023). The reflective practice guide: An interdisciplinary approach to critical reflection (2nd ed.). Routledge.

(2) Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

(3) Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7–44.