How can reflection become useful learning rather than a compulsory portfolio exercise? Natalie May explores planned and spontaneous reflection, patient follow-up, feedback and the biases that shape our accounts. Her article and accompanying podcast consider how educators can create safer, more meaningful opportunities to learn from practice.
How can emergency care reflect what matters to a patient before a crisis occurs? This 2017 introduction to ReSPECT explores personalised treatment planning, early conversations with patients and families, and why the discussion matters more than the form alone.
Have a bit of ReSPECT for end of life care. St.Emlyn’s Read More
When might withdrawal of life-sustaining treatment be considered in the emergency department? Using hypothetical cases and the 2008 UK code of practice, this 2016 discussion explores uncertain prognosis, reversible causes, patient wishes and the need for senior colleagues and families to be involved.
Are emergency departments giving people with mental health problems the attention and compassion they need? This 2015 reflection challenges dismissive attitudes, considers assessment and follow-up for adults and children, and argues that stretched services do not remove the responsibility to treat patients with dignity and respect.
Are We Doing All We Can For Mental Health? St.Emlyn’s Read More
How should a clinician respond when a patient wants to record a consultation? Natalie May’s 2014 UK-focused discussion explores discomfort, trust, consent, information recall and the differences between patient-made and clinician-made recordings, drawing on the professional guidance available at the time.
For the Record: Can Patients Record Clinical Consultations? Read More
