Transformative reflection for practicing physicians and surgeons

Della Fish MA MEd PhD Dip Ed/PGCE FAcadMEdDella Fish's early career as a teacher educator, her wide knowledge of English literature and her observation of teaching hundreds of consultants in the clinical setting underpins her unique career as a postgraduate medical educator. Della has worked with almost every healthcare profession as a teacher and an external examiner to raise standards in curriculum design and development and in the activities of teaching, learning and assessment for postgraduates in the clinical setting. Her seminal book, Refocusing Postgraduate Medical Education: from the technical to the moral mode of practice, was published in 2012. She has taught at Masters level in five universities and in 2015 she designed and led the development of the five new core curriculum booklets for doctors as supervisors that make up the series Medical Supervision Matters, being both the lead writer in the four main booklets, and editing the series along with Linda de Cossart and Tim Wright. Della Fish is a visiting professor at the University of Chester and from 2008, until its recent closure was an Adjunct Professor in the Education for Practice Institute at Charles Sturt, Sydney Australia.Linda de Cossart CBE ChM FRCS FAcadMEdLinda de Cossart continues to actively promote her credo that we influence the quality of clinical practice by who we are, how we respond to our responsibilities as clinical practitioners and the efforts we make as clinical teachers in Postgraduate Medical Education. She was a consultant vascular surgeon at Chester for twenty-two years and Associate Postgraduate Dean in Merseyside. As co-director of Ed4medprac Ltd she has published widely and taught nationally and internationally with Della. She is a visiting professor at the university of Chester and is a former vice-president of the Royal College of Surgeons of England and was awarded a CBE in the Queen's birthday honours in 2010 for services to medicine and healthcare.

• Figures and TablesAcknowledgementsForewordIntroduction to the bookPart One Transformative Reflection: an overviewIntroduction to Part One1. A radical proposal and rationale for re-motivating professionals and the professions: the need for Transformative Reflection2. Reflection: the essential core of learning through practice3. Historical perspectives: the development of ideas about reflection as a practice4. The Transformative Reflective Process revealed: a detailed IntroductionPart Two Transformative Reflection: The process and methodologyIntroduction to Part Two5. Prioritising time, selecting the case and developing the bullet points6. Transformative Reflective Writing: Creating the doctor-centred narrative7. Interrogating your Case Narrative to explore your Clinical Decision Making and Professional JudgementPart Three Preparing for and planning to teach Transformative ReflectionIntroduction to Part Three9. Preparing to teach your junior colleague to engage in transformative reflection: educational starting points10. Practical help for teaching the Transformative Reflective Process: thinking like a teacherPart Four Reaching for the FutureIntroduction to Part Four11. A wider perspective on the value and use of the Transformative Reflective Process: understanding others' thinking12. Mind your heart! Considering Spiritual Perspectives in reviewing your chosen caseAppendixTransformative Reflective Writing: An Example The case of cholesteatoma disease.ReferencesIndex

. . . helpful guidance to educators who aspire to teach in the moral mode of educational practice. Altogether, this is a book that raises the theory, practice and training of reflection in the medical profession to a new level. Dr John Launer, Programme Director for Educational Innovation, Health Education England, London.;de Cossart and Fish offer a rigorous but accessible process for undertaking a genuinely transformative reflection. I have observed the authors making highly successful use of this approach over a number of years; participants have begun as sceptics and ended as devotees! Reading this book, I am imbued with a strong optimism for the future professional health of doctors. Tim Wright, Emeritus Professor of Education, University of Chester;It is a courageous volume. It does not dodge the challenges, complexities or uncertainties that inevitably imbue reflective work. Its authors are companions who walk alongside the reader who is curious about reflection, but they do not prescribe, preach or presume. It is a generous and inclusive book. Deborah Bowman, Deputy Principal (Institutional Affairs) and Professor of Bioethics, Clinical Ethics and Medical Law at St George's