Reflective Practice and Leadership in Medicine and Medical Education Component 6: Faculty Review – Maintaining the Method

During a seminar, the faculty should refrain from giving advice too quickly. Giving recommendations before the participants have had a chance to gather data or generate any hypotheses is one clear indicator of this engagement. Rather, they should reflect on their own experience, ask clarifying questions, or describe related experiences, even when the presented case evokes strong group or personal reactions. The more compelling and complex the situation, the more likely faculty will become personally engaged in the discussion.

We have found that it is very useful for faculty to remain for a few minutes after the seminar has concluded to discuss the seminar and the implications for future ones. This discussion can help the faculty recalibrate themselves to the method while producing interesting insights about the challenges faced by both participants and faculty. During the review the faculty examine how well the group maintained the method (e.g., distributed discussion, avoided premature advice) and to identify opportunities to enhance application of the method. Faculty can also involve participants in the review, using follow-up emails or other communications to capture deliberations (see Example Email Note to Participants on Method).