Experiencing Renewal as Palliative Care Clinicians through Teaching Reflective Practice: Learning from Our Learners
Bibliographic record
Abstract
Abstract: A rotation in Palliative Medicine presents an opportunity for learners to confront and express their, often powerful, emotions when witnessing the suffering of others. In an effort to promote reflection and self-awareness for our learners during a month-long rotation in Palliative Medicine, we developed a reflective practice module incorporating reflective writing as a key element. An unexpected outcome of this endeavor was how we, the teachers, were positively impacted by our learners’ writings. We explore research in palliative care and psychology to frame how sharing stories may benefit the listener. We consider how reading and responding to the reflective writings of palliative medicine learners promotes renewal and encourages ongoing professional identity formation in palliative care educators. Excerpts of learners’ writings are shared as we discuss their impact on us as educators, and the potential for such narratives to promote renewal in palliative care work. Key words: palliative care, self-care, medical education
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.042 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".