Reflecting and Adapting: Enhancing My Ambulatory Teaching Through Self-critique and Peer Insights

According to Bassot's "The Reflective Practice Guide," critical reflection involves analyzing experiences systematically to develop professional practice (1). Indeed, structured reflection on the creation, self-assessment, and peer evaluation of my audiovisual teaching session about using an AI scribe in a 1:1 ambulatory setting has yielded helpful insights into my teaching. I am not certain if it was the pressure of the camera - but process of arranging for a video of my teaching encouraged me to carefully plan my teaching session, develop clear learning objectives, and integrate practical demonstrations specifically tailored to the learner’s needs.

Self-reflection in "Cloud Gate" - Millennium Park, Chicago, USA

This particular task was not easy for me. Watching oneself on video can sometimes be frustrating, but I have to admit that it was invaluable for finding blind-spots in my teaching in real time. When reviewing my teaching video, I identified strengths such as clear communication, logical organization, and effective use of practical examples. However, I also recognized areas for growth. Specifically, I noted the need to more explicitly state learning objectives at the beginning of the session and periodically check in with the learner throughout to ensure ongoing comprehension, rather than focusing primarily on summary checks toward the end.

Peer feedback from another INTAPT classmate, Olivia Li significantly enhanced this reflective process. Olivia praised my ability to create a supportive learning environment and use relevant, practical scenarios effectively. She also provided insightful suggestions, including pausing more frequently to gauge learner understanding and switching roles during role-play activities. These recommendations offered clear, actionable strategies for enhancing learner engagement and understanding.

Providing peer feedback on Olivia’s teaching session also deepened my reflective practice. Observing her clearly stated objectives, interactive questioning style, and genuine enthusiasm reinforced my understanding of effective teaching techniques. This reciprocal feedback process demonstrated the profound value of learning from peers, reinforcing the importance of continuous professional growth and adaptability.

Overall, this reflective journey has substantially refined my teaching approach. Moving forward, I plan to consistently incorporate structured self-reflection, apply constructive peer feedback, and adapt my teaching methods to maintain a learner-centered and effective educational environment in ambulatory care settings.

References:

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