Critical Reflection #2

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School

McMaster University *

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2MD3

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Health Science

Date

Apr 3, 2024

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pdf

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4

Uploaded by melanie_huang

Melanie Huang CMTYENGA 2MD3 Apr 11, 2022 Critical Reflection #2 According to Schiavo (2021), community engagement refers to “a key public health, healthcare, communication, and international/community development area that seeks to empower communities to achieve behavioral and social results in support of improved health or development outcomes”. In the course CMTYENGA 2MD3, the main objective was to act as a facilitator in the McMaster Children and Youth University (MCYU) program to prepare and support youth as the next leaders of our society. Prior to starting this course, I was seeking ways to improve my leadership skills, gain more experience working with youth, and to make a positive impact on the Hamilton community. I had prior leadership experience from high school, so I already knew that being a leader was an important part to my personal character. Just from the first class meeting, I had already learned about inquiry-based learning (IBL). I became more aware of the benefits of IBL, including that it promotes more critical thinking to result in a higher effectiveness of learning and knowledge retention. For my workshop, my group and I were able to transfer our knowledge on the efficacy of IBL onto the BOPPPR method. This methodical strategy utilizes a bridge, learning outcomes, a pre-assessment, participatory learning, a post-assessment, and a reflection at the end in order to maintain an organized workshop. I found that this made the planning process a lot easier in terms of what kind of material we wanted to present while also considering the big picture of the impact we wanted to have on the youth. Similarly, using the BOPPPR method helped with
alleviating the stress of executing the workshop as everything was already organized into sections. During the planning process, I improved my skills on providing feedback, as during class each group would provide an outline of their workshop. Rather than just giving surface-level feedback, like I had done prior to this class, I learned to think more critically about how they can improve to make it a better experience for the kids. A memorable piece of feedback that I heard someone give to another group was to be more mindful about the colours that they use. Their workshop required the audience to make choices on what they believe would lead to a healthy body and they had red and green associated with each option. Someone pointed out that red is clearly the wrong answer and green is the correct one. I found that piece of advice to be really useful and meticulous. The ability to give constructive feedback is a crucial component in learning how to improve for the future. Speaking out and being more decisive is something that I have always struggled with. However, during the planning process prior to deployment, I noticed that I was able to be more assertive amongst my group members with my own thoughts and ideas. This likely stemmed from the feeling of teamwork and inclusiveness not just from my group, but from the class as a whole during the class meetings. One thing I was extremely mindful of during each deployment was to maintain reflexivity. This term refers to the ability to understand how our own views of the world and society are affected by our subjectivity. For example, I had become accustomed to calling a group of people “guys”, regardless of the genders that were in the group. Looking at this wording from an outside perspective, it can become triggering to those who do not identify with the male association of “guys”. I believe that maintaining reflexivity is a great method to promote a
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