This essay will detail a critical reflection of three key learning experiences that I encountered during my team observed structured professional encounter (TOSPE). Originally designed by Harden and Gleeson (1979), TOSPE allows students to work collaboratively as a multi-disciplinary team and develop a care plan specific to case studies. Throughout the essay, I will be using Gibb’s (1988) reflective model (appendix?) - allowing me to examine my performance through my own and other team-member’s perspectives. I will be paying particular attention upon psychosocial factors, cultural awareness, human factors and team-working of my group. Finally, I will outline the importance of effective team-working, personal critical reflection and their roles
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I felt this was a great opportunity to display my leadership skills and I had a great deal to contribute to this case study. As a result, I was concentrating on what I was going to contribute when it was my turn. My misplaced concentration became apparent upon my feedback to the group. I had completely missed an essential contribution from my fellow physiotherapist as we had to perform a “thorough risk assessment”. I felt extremely embarrassed when I was confronted by the group asking “have you even been listening to us”. I reacted stubbornly saying “of course I am” when deep down I knew I hadn’t been listening. On evaluation, this was a very serious incident as if placed with a real patient then I could have faced legal consequences due to my selfishness- potentially endangering a patient. On reflection, I realise that active listening is a weakness that I need to develop to become an effective team-member. My personal conclusion on my performance is supported by empirical data from Nancarrow et al. (2013) identifying active listening an essential non-technical skill for safe and effective team-working. As a result, I plan to actively listen in similar situations and to develop these skills through reading and
I felt this was a great opportunity to display my leadership skills and I had a great deal to contribute to this case study. As a result, I was concentrating on what I was going to contribute when it was my turn. My misplaced concentration became apparent upon my feedback to the group. I had completely missed an essential contribution from my fellow physiotherapist as we had to perform a “thorough risk assessment”. I felt extremely embarrassed when I was confronted by the group asking “have you even been listening to us”. I reacted stubbornly saying “of course I am” when deep down I knew I hadn’t been listening. On evaluation, this was a very serious incident as if placed with a real patient then I could have faced legal consequences due to my selfishness- potentially endangering a patient. On reflection, I realise that active listening is a weakness that I need to develop to become an effective team-member. My personal conclusion on my performance is supported by empirical data from Nancarrow et al. (2013) identifying active listening an essential non-technical skill for safe and effective team-working. As a result, I plan to actively listen in similar situations and to develop these skills through reading and