A groundbreaking new online course introduces healthcare providers to the use of Clinical Reflection in Palliative Care.
The Sunflower Children’s Network (SCN) – an initiative of Two Worlds Cancer Collaboration – recently developed the Clinical Reflection course which uses the Project ECHO (Extension for Community Healthcare Outcomes) model of online education. SCN is partnering with individuals and organisations in South and Southeast Asia to expand access to palliative care for children.
Clinical Reflection is the process by which healthcare clinicians critically analyse their experiences, leading to deeper understanding and meaning. Reflection can support clinicians to gain insights into gaps in knowledge supports self-compassion and reduce burnout. Introducing clinical reflection is also important for improving patient care, fostering professional growth, and enhancing overall healthcare service quality.
At a time when healthcare systems worldwide are under unprecedented pressure, the ability to reflect critically on clinical decisions and outcomes has never been more important as healthcare providers strive to deliver the best possible care in challenging circumstances.
The course represents a significant development for healthcare professionals’ education as it is the first structured training programme on clinical reflection for palliative care clinicians in South and Southeast Asia. This innovative programme marks a crucial step in enhancing healthcare delivery and supervision quality in palliative care.
The course included 16 senior clinicians, including doctors and nurses, from across South Asia. These individuals were all involved in direct clinical care and supervision of other health professionals.
The course consisted of four interactive, weekly sessions, which introduced participants to clinical reflection tools. Throughout the sessions, participants participated in structured debriefing, case-based learning, and reflective journaling.
One of the key strengths of the Project ECHO model is its interactive nature. Participants engaged in lively discussions, sharing experiences and challenges in implementing reflective practices in their healthcare settings. This peer-to-peer learning approach not only enriched the course, but also helped build a supportive network of healthcare leaders committed to improving their practice through reflection.
Course faculty included experts in medical education and reflective practice. Participants were guided by faculty in using reflective tools in a variety of clinical scenarios. Participants reflected on complex patient cases, team dynamics, and ethical dilemmas.
The success of this pilot course has broader implications. These newly trained healthcare leaders will return to their institutions with new skills and insights where they can become catalysts for change, promoting a culture of reflective practice throughout their organisations.
As the healthcare landscape evolves, courses like this ECHO program on Clinical Reflection Tools will play a crucial role in shaping the future of medical practice. By equipping healthcare leaders with tools to reflect effectively on their work, the course contributes to a healthcare system that is more responsive, adaptable, and ultimately more effective in meeting patient needs.
As one of the participants, Dr Mahesh Menon said, “We are so accustomed to looking outward and analysing clinical issues, that it takes a paradigm shift to look inward, and acknowledge ourselves as being part of the situation. Reflection tools give us a structured approach to process and re-process, and arrive at possible solutions for families, and ourselves.”
The success pilot of this Clinical Reflection Tools course represents a significant step forward in education and practices in health care. Fostering a culture of reflection supports continuous improvement among healthcare leaders. This course contributes to the ongoing evolution of healthcare delivery, promising better outcomes for patients and more fulfilling work and careers for healthcare professionals.
Leave a Reply