Kent State Press – Call for Submissions

NEW DEADLINE – July 31st, 2013

Top Educators Share Their Innovations in Health Professional Education

To be published in 2014 by KENT STATE PRESS in their Literature and Medicine series
Editors: Allan Peterkin, MD and Pamela Brett-MacLean, PhD 

Please distribute widely this call widely. Feel free to encourage your colleagues who are working in this area to submit to this text as well.

Scholars from both clinical and humanities disciplines have linked reflective capacity with key learning goals in clinical education, including fostering empathy, humanism and mindfulness, enhancing narrative and visual competence, challenging the “hidden curriculum” and supporting professional identity formation. Our teaching innovations have necessarily been influenced by our own diverse backgrounds, and for many of us, by unique collaborative relationships we have entered and by what we have learned when we have shared and reflected back on our work. In this volume of short descriptive, readable, personal essays, we look forward to highlighting a broad array of representative methods, processes and themes associated with introducing our learners to the benefits of reflexivity and reflection as they become health professionals.

We welcome contributions describing various pedagogical approaches, along with your reflections, impressions, obstacles and surprises. We look forward to learning about the difference it may have made – for your learners, and potentially also for your educational institution, and clinical teaching sites. This collection offers an accessible view of our various praxis approaches, and also an opportunity to clarify and further our understanding by thinking with and through our own stories as reflective practice educators.

We are seeking submissions from 500-1,500 words on how you encourage your students and colleagues to become reflective practitioners. Here are some general (but non-prescriptive) guidelines for submission:

How do you approach reflection in your teaching?

  • Writing (writing prompts/exercises)
  • Use of literature (memoir/poetry/fiction), close reading
  • Theater; performative, embodied reflection
  • Visual reflection (visual art-based workshops, (“looking/seeing/drawing”); film/video; graphic medicine
  • Dance/movement; music; art exhibits/performances , use of crafts
  • Humor, comedy
  • Technology (online), social media (YouTube/blogging, etc.)
  • Portfolios; field work assignments
  • OTHER!

Which themes do you explore?

  • Professional identity formation
  • Professionalism; the hidden curriculum
  • Uncertainty and ambiguity
  • Humanism
  • Person and relationship-centered care
  • Clinical error, patient safety
  • Social justice-challenging assumptions about class/race/ability/power/gender
  • Diversity and Equity
  • Clinical/ethical acumen/moral imagination; distress
  • Clinician burnout and wellness; remediation
  • Making sense of simulation and other technologies
  • Naturopathic /complementary and alternate healing
  • Sexuality
  • Architecture/contemplation of physical space
  • Interdisciplinary /Interprofessional exchange/learning
  • Community building; changing cultures of health care education
  • Global health, health disparities
  • Bearing witness to suffering
  • Spirituality

Describe your processes:

To set the stage, briefly describe the state of reflection in education in your health profession, or in your setting. You may also want to reflect on such considerations as:

  • Introducing reflection at different stages of professional development
  • Fear of reflection, defensiveness, resistance, trust, safety
  • Faculty development, mentoring
  • Fostering learning communities in support of reflection; changing learning cultures
  • Silences, challenges, untoward consequences
  • Ethical concerns, practices
  • Sustaining change/progress/lifelong practice
  • Research practices/ideas

How/Where to Submit:

Please send us your submission as a Word/PDF in the following format:

  • Provide an engaging narrative about how this teaching approach came to you
  • Offer a clear description of your teaching innovation (with sufficient detail/”description of steps” which would allow others to adapt/use it)
  • Describe impacts thus far/ future imaginings
  • Describe the clinical/ humanities disciplines informing your approach to teaching reflective practice
  • Provide a three line biographical statement

Where indicated, include:

  • Appropriate authorization for reprinting of text/images and sample student excerpts should be obtained.
  • A “top three” list of references/publications/web links/resources if available

Let us know if you intend to submit to this text by sending us a message briefly noting a tentative title, the theme you plan on exploring, your approach/ process, and anticipated word count. Simply send us an email message at


Or simply send your final submission to: by July 31st 2013. Decisions regarding submissions will be communicated by email September 15th 2013.  

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