SciELO - Scientific Electronic Library Online

 
vol.16 issue1Reform and Performance of the Provincial Health Inspectorate and the Provincial Division of Health of South Kivu in the Democratic Republic of Congo author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

    Related links

    • On index processCited by Google
    • On index processSimilars in Google

    Share


    African Journal of Primary Health Care & Family Medicine

    On-line version ISSN 2071-2936Print version ISSN 2071-2928

    Abstract

    VISSER, Liesl  and  BECKETT, Nazlie. The integrated reflective feedback tool: Experiential learning in resource limited settings. Afr. j. prim. health care fam. med. (Online) [online]. 2024, vol.16, n.1, pp.1-4. ISSN 2071-2936.  https://doi.org/10.4102/phcfm.v16i1.4394.

    Combining key elements from the learning tools of reflection, feedback and debriefing into a single reflective event is a novel concept. This powerful combination amalgamates into a tool useful in experiential learning. Linking the three concepts in a way that combines self-reflection in a debriefing framework, powered by trusted peer feedback resulted in a new teaching tool. It was piloted within the clinical setting of the primary health care (PHC) clinics in the Saldanha Bay sub-district in South Africa among final (6th) year undergraduate medical students of the University of Cape Town. This sub-district is a peri-urban community and encompasses a district health care system with less resources in both human and infrastructure than in an urban area. Being intentional and analytical as to optimal use of every resource not only impacts the students but also alleviates the pressure on clinician supervisors of activities. Pairing students alleviates the pressure of the insufficient number of consultation rooms for solo consultations and the pressure on the single supervising clinician when the consultations are conducted simultaneously. Using this tool at the end of the session facilitates the reflection and experiential learning of both the students individually. Self-reports indicated this tool kept both students engaged throughout all consultations and facilitated peer learning Alternating between being the doctor and the observer and knowing what roles entailed, the students never felt victimised in the reflection and feedback on their performance. And individually they developed their self-reflection and providing feedback as life skills.

    Keywords : feedback; reflection; debriefing; limited resources; rural; consultation skills; primary care consultations; family medicine.

            · text in English     · English ( pdf )