1. Exploring students' Feelings Counts in Education:
The Use of Gibbs Reflective Cycle in Teaching Clinical Ethics
Borahmah A [1]
, AlRasheedi S [1]
, Al-Braheem A [1]
, Elamir H [3]
, Jacob S [1]
, Bouhaimed M [1,2]
[1] Department of Community Medicine and Behavioural Sciences, Kuwait University Faculty of Medicine.
[2] Department of Surgery, Kuwait University Faculty of Medicine.
[3] Department of Quality and Accreditation, Mubarak Al-Kabeer Hospital, MOH
Background:
Learning consists of cognitive, emotional and social dimensions. In medical education, the cognitive dimension (Fig 1) is usually measured through assessments of performance, while the social and emotional dimensions
are more challenging to capture. One of the objectives of the ethics and professionalism elective course on “Patient Safety: Better Knowledge for Safer Care” is to apply different reflection tools to the students’ hospital
experiences to enable their development as future doctors. The Gibbs Reflective Cycle (Fig 2) was applied to the students’ experience of one of the nine World Health Organization "Patient Safety Solutions" (Fig 3)
adopted by the Ministry of Health in Kuwait. In this case presentation, the four steps of the Gibbs cycle: to describe, to express feelings, to evaluate and finally to make sense of experience were applied to the “Performance
of Correct Procedure at Correct Body Site” protocol. The first step in the protocol is the verification of the intended patient, procedure, site laterality (right or left without abbreviation) and any implant or prosthesis.
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
1. Bloom, Benjamin (ed.). Taxonomy of Education al Objectives. Handbook I: Cognitive Domain. David McKay Company, Inc. New York: 1956.
http://pcs2ndgrade.pbworks.com/w/page/46897760/Revised%20Bloom's%20Taxonomy
Fig 1: Bloom’s Taxonomy (Revised)
Can the student distinguish
between different parts?
Appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test
Define, duplicate, list, memorize,
recall, repeat, state
Can the student recall or
remember the information?
Can the student explain ideas or
concepts?
Can the student use information
in a new way?
Classify, describe, discuss, explain,
identify, locate, recognize, report,
select, translate, paraphrase
Choose, demonstrate, dramatize,
employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write
Can the student justify a stand
or decision?
Appraise, argue, defend, select,
support, value, evaluate
Can the student create a new
product or point of view?
Assemble, construct, create, design,
develop, formulate, write
Look-alike,Sound-Alike
(LASA) Medication Names
Patient Identification
Single Use of Injection
Devices
Performance of Correct
Procedure at Correct
Body Site
Improved Hand Hygiene to Prevent
Healthcare-Associated Infection
Assuring Medication
Accuracy at Transitions
in Care
Avoiding Catheter and
Tubing Misconnection
Control of concentrated
electrolyte solutions
Communication During
Patient Handovers
Patient safety
Solutions
Fig 3:
Description
What happened?
Description
What sense can you make
of the situation?
Fig 2: Gibbs Reflective Cycle
Feelings
What were you thinking
and feeling?
Action Plan
If it arose again, what
would you do?
Conclusion
What else could you have
done?
Evaluation
What was good & bad
about the experience?
Reflection can be used as a tool to facilitate the teaching of hospital
based clinical ethics and patient safety in medical education.
Conclusion: Contacts:
For further information, please contact Dr. Manal Bouhaimed
Email: manal_q8 @hsc.edu.kw Tel(office): 24636532
Acknowledgement:
We would like to acknowledge the assistance provided by Quality
Nurses: Abeer G. Dossokey, Amal T. Mohamed, Asila A. Alrasheedi,
Lea Martinez & Rinto Francis.
Case Summary:
The students were able to identify that in a recent retrospective
audit of 33 medical records of surgical procedures involving a body
part that needed to be specified in terms of side laterality, there
were 6 records that included at least one wrong entry (Fig 4). Out
of a total of 86 different opportunities to enter the specific site of
the procedure in the 6 patients’ records the following sources were
identified (Fig 5a, b):
The students’ feelings were initially those of “shock and frustration,
fear and need to be precautious going into the world of medicine,
motivation to learn, and finally excitement and ambition to attain
new perspectives about clinical ethics and patient safety".
0 20 40 60 80 100
Correct & Not
Abbreviated
Abbreviatted
Missed
Wrong &
Abbreviated
38%
Medical Forms
31%
Anaesthesia Forms
23%
Nursing Forms
8%
Investigation Forms
Patient (1) had
WRONG SIDE
surgery
Procedure:Right Pyelo lithotomy
# of opportunities = 33
Correct & not abbreviated= 4
Wrong & abbreviated= 7
Correct & abbreviated= 15
Missed= 6
Patient (2) Procedure: Mesh repair for Right Inguinal Hernia
# of opportunities = 11
Correct & not abbreviated= 1
Wrong & abbreviated= 1
Correct & abbreviated= 7
Missed= 2
Patient (3) Procedure: Amputation for gangrenous Left big toe
# of opportunities = 10
Correct & not abbreviated=4
Wrong & abbreviated= 1
Correct & abbreviated= 6
Missed= 0
Patient (4) Procedure: Amputation for Left Lower Limb Ischemia
# of opportunities= 6
Correct & not abbreviated=1
Wrong & abbreviated= 2
Correct & abbreviated= 2
Missed=1
Patient (5) Procedure: Mesh repair for Left Inguinal Hernia
# of opportunities= 16
Correct & not abbreviated= 9
Wrong & abbreviated=1
Correct & abbreviated= 4
Missed= 2
Patient (6) Procedure: Mesh repair for Right Inguinal Hernia
# Of opportunities =10
Correct & not abbreviated=2
Wrong & abbreviated= 1
Correct & abbreviated= 6
Missed= 1
Fig 4: Findings of laterality opportunities in 6/33 patients
L
E
F
T
R
I
G
H
T
(Fig 5a)
(Fig 5b)