Reflections in Practice: Transformative Growth as a Clinical Educator through INTAPT

Reflecting on the INTAPT course as a whole, I recognize that my journey has been deeply transformative, reinforcing my commitment to becoming an effective and thoughtful clinical educator. The structured activities and reflective processes throughout the course have profoundly impacted my teaching practices, influencing both my approach to learners and my professional identity.

A place for personal reflection: Oxtongue Lake, ON

Developing and implementing my personal Learning Contract early in the course was pivotal in defining clear objectives for my growth as an educator. This experience empowered me to actively identify my educational needs, strategically align my personal goals with broader professional expectations, and subsequently reflect on my progress and achievements. The contract's structured yet flexible nature allowed for tailored learning experiences that directly benefited my clinical teaching.

The process of maintaining teaching logs was equally impactful. Documenting and reflecting upon diverse teaching scenarios—from 1:1 ambulatory sessions to interactive group activities—highlighted critical themes in my practice, particularly the importance of clear communication, adaptability, and experiential learning. Regular reflection on these logs enhanced my ability to recognize both my strengths and areas needing improvement, fostering continual professional growth.

A highlight of the course was developing and presenting our group workshop, "Fold, Reflect, and Repeat: Teaching Procedural Skills and Debriefing through Origami" which utilized origami to illustrate procedural skills and the experiential learning cycle. This project not only underscored the value of effective teamwork and collaborative planning through our group charter but also reinforced the necessity of creativity, innovation, and hands-on engagement in medical education. The overwhelmingly positive participant feedback validated our efforts and provided constructive guidance for future educational endeavours.

The audiovisual recording and peer feedback exercise significantly enriched my reflective practice. Critically reviewing my teaching session, providing feedback to peers, and integrating peer suggestions deepened my understanding of effective teaching techniques and the essential role of reflective practice in professional development.

Creating this e-portfolio was another significant aspect of my learning journey. The process encouraged me to thoughtfully curate, organize, and present my teaching experiences and reflections. It allowed me to showcase my growth, articulate my teaching philosophy clearly, and reflect deeply on my practices, accomplishments, and future objectives. The e-portfolio serves as a valuable resource for self-assessment and professional dialogue, fostering ongoing reflective practice and improvement. I am very proud of my achievements here.

In conclusion, the INTAPT course has provided invaluable opportunities for structured reflection, collaboration, and practical application of educational theory, significantly shaping my identity and effectiveness as an educator. Moving forward, I am committed to sustaining this reflective practice, continually refining my approach to teaching, and fostering an environment conducive to meaningful learning experiences in clinical settings.