A faculty development workshop in narrative-based reflective writing

A faculty development workshop in narrative-based reflective writing

Narrative approaches are used increasingly in the health professions with a range of objectives. We must acquaint educators with this burgeoning field and prepare them for the incorporation of story-telling in their pedagogical practices. The authors describe a template for a faculty development workshop designed to foster self-reflection through the use of narrative techniques and prepare clin...

Critical Thinking in Personal Narrative and Reflective Journal Writings by In-service EFL Teachers in Iran: Assessment of Reflective Writing

Recently, there is a need for fostering the critical reflective side of L2 teacher education. This study investigated the implications of personal narrative (PN) and reflective journal (RJ) writing for Iranian EFL teachers’ reflective writing. Sixty (36 women and 24 men) in-service secondary school EFL teachers were selected based on the convenience sampling from Iran. L2 teachers equally divid...

The power of reflective writing: narrative medicine and medical education.

There is no doubt that medicine is an art and a science. Today, practicing medicine as science is probably much easier than practicing medicine as art, in light of the dazzling advances in medical technology and informatics. Even before technology gained the upper hand, patients were healed by physicians when most of the remedies were useless if not harmful, and when remedies were driven by the...

Skills for teaching: a problem-based learning faculty development workshop.

This article was acceptedfOr publication September 17, 1997. S everal converging issues within occupational therapy education highlight the importance of faculty development projects. First, there has been a proliferation of occupational therapy education programs. Schools are striving ro prepare an adequate supply of practitioners to meet the demands for employment. One issue that has resulted...

A Quantum Leap in Faculty Development: Beyond Reflective Practice