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Updated: Jun 13, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Utilizing Visual Pathways to Reflection in Faculty Development.

Flavio Marconi Monteiro¹, Era Buck², Majka B Woods³

¹Senior Medical Educator, Office of Educational Development, John Sealy School of Medicine, The University of Texas Medical Branch-Galveston.

Mededportal : the Journal of Teaching and Learning Resources

|June 12, 2026

Summary

This summary is machine-generated.

This study explored visual prompts for reflection in health professions education faculty development. Participants found the visual reflection techniques engaging and beneficial for learning from experience.

Keywords:

Faculty Development Health Professions Education Reflection

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Area of Science:

Medical Education
Faculty Development
Reflective Practice

Background:

Reflection is a key component of learning and professional development in health professions.
While reflection is increasingly included in health professions education, its use in faculty development is underexplored.
This workshop aimed to address this gap by focusing on visual prompts for reflection.

Purpose of the Study:

To introduce and evaluate the use of visual prompts as a method for faculty development in health professions education.
To explore participants' engagement and satisfaction with visual reflection techniques.

Main Methods:

A 90-minute workshop was conducted in three settings, including an internal faculty development program and two professional meetings.
Participants (health professions educators and faculty development educators) engaged in two visual reflection techniques: reflective reaction to images and drawing a professional development journey map.
Various discussion formats (individual, pair, small-group, general) were used for debriefing.

Main Results:

Evaluation data from 23 participants and 2 observers indicated high participant satisfaction.
96% of respondents (22 out of 23) positively answered all evaluation questions.
Participants expressed appreciation for the novel approach to reflection.

Conclusions:

The workshop successfully extended reflective practice beyond traditional written formats, engaging participants positively.
Visual prompts offer a promising avenue for faculty development, enhancing learning from experience.
Further research is needed to assess long-term impacts and explore online adaptations.