reflective communication essay

Reflective Communication

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Dive into the art of reflective communication with our detailed guide, enriched with practical communication examples . This guide explores how reflective communication, a vital interpersonal communication skill, can enhance understanding and empathy in various interactions. From professional settings to personal relationships, learn how this approach can transform your communication effectiveness, fostering deeper connections and clearer understanding.

What is Reflective Communication? – Definition

Reflective communication is a process of actively listening, understanding, and responding to the speaker in a way that affirms their message and feelings. It involves mirroring the speaker’s thoughts and emotions, providing feedback that shows comprehension and empathy. This technique is essential in effective communication and empathetic listening , ensuring that the speaker feels heard and understood, thus fostering a deeper level of engagement in conversations.

What is the Best Example of Reflective Communication?

A prime example of reflective communication can be found in a counseling session. Here, a therapist listens attentively to a client and then reflects the client’s words and emotions back to them. This practice not only shows the therapist’s understanding and validation of the client’s feelings but also helps the client gain insight into their own thoughts and feelings. In this context, reflective communication is a powerful tool for building trust and promoting emotional healing .

100 Reflective Communication Examples

Embark on a journey through 100 reflective communication examples, each showcasing how to effectively mirror and validate thoughts and emotions in various contexts. This collection is a treasure trove of communication examples , demonstrating how reflective communication can be applied in personal and professional settings. From enhancing empathetic listening in counseling sessions to improving team communication in the workplace, these examples provide practical insights into the art of reflective communication.

In a Counseling Session : Therapist says, “It sounds like you’re feeling overwhelmed by your workload.” This reflects the client’s feelings, showing understanding and empathy.
During a Team Meeting : A team leader responds, “So, you’re concerned about meeting the project deadline?” This acknowledges the team member’s concern and prompts further discussion.
In a Classroom : A teacher says to a student, “You seem frustrated with this math problem.” This helps the student feel understood and supported.
During a Conflict Resolution : One partner reflects, “You’re upset because you feel I don’t value your opinion.” This can help de-escalate tension by showing understanding.
In Customer Service : A customer service representative says, “I hear that you’re disappointed with our service today.” This validates the customer’s feelings and can lead to a more productive conversation.
In a Medical Consultation : A doctor says, “You’re worried about the side effects of this medication.” This shows the patient that their concerns are heard and taken seriously.
During a Job Interview : The interviewer reflects, “You’re looking for a role where you can grow your technical skills.” This shows the candidate that their career goals are understood.
In Parent-Child Communication : A parent says, “You seem upset about not going to the party.” Reflecting the child’s emotions can improve parent-child communication .
In Peer Review Feedback : A colleague comments, “You feel that the report could be more detailed in this section.” This opens up a constructive dialogue.
During a Performance Review : A manager reflects, “It seems like you feel your achievements haven’t been recognized.” This can make the employee feel valued and heard.
In Conflict Mediation : A mediator says, “You feel your perspective isn’t being acknowledged.” This helps parties in conflict feel heard and opens pathways for resolution.
In Peer Support Groups : A group member reflects, “You’re feeling isolated in your experiences.” Acknowledging shared feelings can create a sense of community and support.
When Giving Feedback : “It sounds like you’re proud of the progress you’ve made.” This reflects positive emotions and encourages continued growth.
In a Sales Meeting : A salesperson reflects, “You’re looking for cost-effective solutions.” This demonstrates understanding of the client’s needs and priorities.
In a Coaching Session : A coach says, “You seem to be feeling uncertain about this career path.” This helps the individual explore their feelings and decisions.
During a Family Discussion : “You’re worried about how this decision will affect everyone.” Reflecting concerns can facilitate open and empathetic family communication.
In a Support Call : “I understand you’re frustrated with the delay.” Acknowledging frustration can help de-escalate a tense situation.
While Networking : “You’re excited about exploring new career opportunities.” Reflecting enthusiasm can build rapport and mutual understanding.
In a Therapeutic Setting : “It sounds like you’re struggling with feelings of loss.” This type of reflection can help clients process difficult emotions.
During a Training Session : “You seem to be confused about this part of the training.” Recognizing confusion can help address learning gaps.
In a Team Debrief : “It seems like the team is feeling accomplished after the project.” Acknowledging collective feelings can boost morale.
During a Customer Feedback Session : “You’re not satisfied with the product’s performance.” Reflecting dissatisfaction can lead to constructive solutions.
In an Academic Advising Meeting : “You feel overwhelmed by your course load.” This can open a discussion about managing academic stress.
In a Crisis Situation : “You’re feeling anxious about the uncertainty.” Acknowledging emotions can be calming in high-stress situations.
During a Community Meeting : “Many here feel concerned about neighborhood safety.” Reflecting group sentiments can foster community engagement.
In a Professional Development Workshop : “You’re eager to develop new skills.” Reflecting ambition can motivate and inspire participants.
While Resolving Customer Complaints : “You’re disappointed with our service delay.” Reflecting the customer’s emotion can lead to a more empathetic resolution.
In a Collaborative Project : “You seem excited about the project’s potential.” Encouraging enthusiasm can foster productive collaboration.
During a Relationship Conversation : “You feel like we’re not communicating effectively.” Acknowledging relationship issues can be the first step towards improvement.
In a Social Work Session : “You feel overwhelmed by your current situation.” This empathetic reflection can help build trust and rapport.
While Mentoring : “You’re uncertain about which path to choose.” Reflecting a mentee’s doubts can guide them in making informed decisions.
In a Group Therapy Session : “You’re feeling isolated in your experiences.” Acknowledging shared feelings can create a sense of community and support.
During an Exit Interview : “You feel your skills weren’t fully utilized here.” This can provide valuable insights for organizational improvement.
In a Financial Advisory Meeting : “You’re concerned about your investment choices.” Reflecting concerns can lead to a more tailored advisory approach.
During a Conflict at Work : “You feel your contributions aren’t being recognized.” Acknowledging feelings can be the first step in resolving workplace conflicts.
In a Parent-Teacher Meeting : “You’re concerned about your child’s progress.” Reflective communication can facilitate collaborative strategies for student support.
While Giving Instructions : “You seem unsure about the next step.” Recognizing uncertainty can help clarify instructions and improve understanding.
During a Volunteer Coordination Meeting : “You’re excited about making a difference.” Reflecting enthusiasm can energize and motivate volunteers.
In a Legal Consultation : “You feel anxious about the legal process.” Acknowledging a client’s anxiety can help in providing reassurance and clarity.
In a Public Speaking Event : “You seem nervous about speaking in front of a crowd.” Recognizing and acknowledging nervousness can be comforting.
While Discussing Career Goals : “You’re uncertain about your future direction.” Reflecting on career uncertainties can help in career planning.
In a Relationship Counseling Session : “You feel unheard in this relationship.” Reflecting feelings can help couples understand each other better.
During an Art Therapy Session : “You seem to express joy through your art.” Recognizing emotions in creative expression can facilitate healing.
In a Management Meeting : “You’re concerned about meeting our targets.” Reflecting concerns can lead to proactive management strategies.
While Providing IT Support : “You’re frustrated with the technical issues.” Acknowledging the user’s frustration can lead to a more patient support process.
In a Negotiation : “You seem to be looking for a fair compromise.” Recognizing the other party’s position can facilitate a more effective negotiation.
During a Personal Development Session : “You’re exploring ways to improve your self-confidence.” Reflecting personal goals can aid in self-improvement.
In an Elderly Care Setting : “You feel lonely at times.” Reflecting emotions can improve care and emotional support for the elderly.
While Planning a Community Event : “You’re excited about bringing the community together.” Reflecting collective excitement can enhance community involvement.
In a Fitness Coaching Session : “You seem motivated to improve your health.” Recognizing and reflecting on a client’s motivation can enhance coaching effectiveness.
During Peer Feedback Sessions : “You seem proud of your work on this project.” Acknowledging a colleague’s pride can foster a positive work environment.
In a Grief Counseling Session : “You’re feeling a deep sense of loss right now.” Reflecting grief can validate feelings and aid in the healing process.
While Resolving a Customer Issue : “You feel let down by our product’s performance.” This kind of reflection can help address the issue more empathetically.
In a Wellness Coaching Session : “You’re struggling to maintain a work-life balance.” Recognizing personal challenges can guide tailored wellness strategies.
During a Study Group Session : “You seem confused about this concept.” Identifying confusion can help clarify and deepen group understanding.
In a Conflict with a Friend : “You feel I haven’t been a good listener.” Reflecting feelings can help repair and strengthen the friendship.
While Training New Employees : “You’re excited but a bit overwhelmed with the new role.” Recognizing mixed emotions can help in adjusting the training approach.
In a Creative Workshop : “You seem energized by these creative challenges.” Reflecting enthusiasm can enhance creative collaboration.
During a Book Club Meeting : “You’re intrigued by the author’s perspective.” Acknowledging differing viewpoints can enrich the discussion.
In a Financial Planning Session : “You feel uncertain about your retirement planning.” Reflecting concerns can lead to more personalized financial advice.
While Discussing Team Dynamics : “You’re concerned about the team’s cohesion.” Recognizing concerns can prompt efforts to improve team dynamics.
In a Life Coaching Session : “You’re exploring different paths to personal fulfillment.” Reflective communication can help clients clarify their goals.
During a Parenting Workshop : “You feel overwhelmed with parenting challenges.” Acknowledging these feelings can lead to supportive conversations.
In a Music Therapy Session : “You seem to find comfort in music.” Recognizing the therapeutic impact of music can enhance the session’s effectiveness.
While Dealing with Tenant Complaints : “You’re frustrated by the maintenance issues.” Reflecting a tenant’s frustration can lead to more constructive problem-solving.
In a Support Group for Parents : “You feel alone in your parenting struggles.” Reflecting shared experiences can build a sense of community support.
During a Dietician Consultation : “You’re motivated to improve your eating habits.” Acknowledging motivation can encourage positive dietary changes.
In a Workplace Safety Training : “You’re concerned about potential hazards.” Reflecting concerns can lead to more engaged and effective safety training.
While Counseling Teenagers : “You feel misunderstood by your parents.” Reflecting a teenager’s feelings can open up a more honest dialogue.
In a Customer Service Training : “You’re eager to provide exceptional customer experiences.” Recognizing and reflecting this eagerness can enhance customer service skills.
During a Yoga Class : “You seem to be seeking relaxation and stress relief.” Reflecting participants’ goals can help tailor the class to their needs.
In a Relationship Therapy Session : “You feel neglected in this relationship.” Reflecting feelings can lead to deeper understanding and reconciliation.
While Coaching a Sports Team : “You’re disappointed with the team’s performance.” Acknowledging collective feelings can motivate improvements.
In an Environmental Advocacy Group : “You’re passionate about environmental conservation.” Reflecting this passion can inspire collective action.
During a Home Buying Consultation : “You seem excited but nervous about buying a home.” Recognizing these mixed emotions can guide a more empathetic consultation.
In a Personal Trainer Session : “You feel challenged by these new exercises.” Reflecting on the challenge can motivate and encourage perseverance.
While Facilitating a Workshop : “You’re curious about learning these new skills.” Acknowledging curiosity can make the learning experience more engaging.
In a Career Counseling Session : “You feel uncertain about your career path.” Reflecting this uncertainty can help explore various career options.
During an Art Class : “You’re exploring new forms of creative expression.” Recognizing creative exploration can foster a supportive learning environment.
In a Team Building Activity : “You’re looking forward to strengthening team bonds.” Reflecting team goals can enhance the effectiveness of the activity.
While Offering Tech Support : “You seem frustrated with this technical issue.” Acknowledging the user’s frustration can lead to a more patient and helpful support process.
In a Diversity Training Session : “You’re interested in understanding different perspectives.” Reflecting interest can foster a more inclusive and open-minded environment.
During a Volunteer Training : “You’re eager to make a positive impact.” Recognizing and reflecting this eagerness can inspire and motivate volunteers.
In a Parenting Class for New Parents : “You feel anxious about being a first-time parent.” Acknowledging this anxiety can lead to supportive discussions and advice.
While Conducting a Language Class : “You seem excited about learning a new language.” Reflecting enthusiasm can enhance the learning experience.
In a Speech Therapy Session : “You feel challenged by these exercises.” Acknowledging the challenge can encourage persistence and improvement.
During a Group Counseling Session : “You’re looking for ways to cope with stress.” Reflecting on coping strategies can facilitate group support and sharing.
In a Photography Workshop : “You’re passionate about capturing moments.” Acknowledging this passion can lead to a more enthusiastic and engaged learning experience.
While Leading a Community Outreach Program : “You’re committed to helping the community.” Reflecting commitment can strengthen the resolve and impact of the outreach efforts.
In a Business Strategy Meeting : “You’re concerned about the market competition.” Reflecting concerns can lead to more focused and strategic planning.
During a Cooking Class : “You seem thrilled to learn new recipes.” Reflecting excitement can make the class more enjoyable and interactive.
In a Conflict Resolution Workshop : “You’re interested in learning effective communication skills.” Acknowledging interest can lead to a more engaged learning experience.
While Discussing a Project Plan : “You feel confident about this project’s success.” Reflecting confidence can boost morale and encourage a positive outlook.
In a Team Collaboration Session : “You’re enthusiastic about working together.” Reflecting enthusiasm can foster a collaborative and productive team environment.
During a Health Awareness Campaign : “You’re concerned about these health risks.” Acknowledging concerns can lead to more effective health communication.
In a College Advising Appointment : “You seem undecided about your major.” Reflecting indecision can help in exploring different academic options.
While Leading a Book Discussion : “You’re intrigued by the author’s perspective.” Acknowledging intrigue can enrich the discussion and insights.
In a Personal Finance Workshop : “You’re anxious about managing your finances.” Reflecting anxiety can lead to supportive and practical financial advice.
During a Social Media Marketing Training : “You’re excited about leveraging social media.” Recognizing excitement can enhance learning and application of new marketing strategies.
In a Film Appreciation Class : “You’re fascinated by the director’s style.” Reflecting fascination can deepen the analysis and appreciation of the films.

Reflective Communication Sentence Examples

Reflective communication is an essential tool in building rapport, enhancing understanding, and fostering empathetic relationships in both personal and professional settings. This technique, pivotal in effective communication and empathetic listening , involves mirroring the speaker’s message and emotions, thereby validating their experience. Below are 10 unique and distinct examples of reflective communication sentences, each demonstrating how to effectively use this approach to enhance communication and understanding.

“You’re feeling overwhelmed with the new responsibilities at work.” In this sentence, the speaker acknowledges the listener’s stress related to work, opening up space for further discussion and support.
“It seems like you’re really passionate about this project.” This reflection not only acknowledges the listener’s enthusiasm but also encourages them to share more about their passion.
“You sound unsure about making this decision right now.” Reflecting the listener’s hesitation can help them feel understood and supported while they navigate their decision-making process.
“You’re upset because you feel your efforts are not being recognized.” This sentence validates the listener’s feelings of being undervalued, potentially leading to a deeper conversation about their concerns.
“It looks like you’re really enjoying learning Spanish.” Acknowledging the listener’s joy in learning a new language can enhance their motivation and engagement in the learning process.
“You seem worried about the upcoming changes in the company.” By reflecting the listener’s concern, the speaker can create an opportunity to address and potentially alleviate those worries.
“It sounds like this experience was really frustrating for you.” This sentence validates the listener’s feelings of frustration, showing empathy and understanding of their situation.
“You appear to be uncertain about relocating for the new job.” Acknowledging the listener’s ambivalence can open up a dialogue about the pros and cons of such a significant decision.
“It seems like you’re really proud of your team’s accomplishments.” Reflecting on the listener’s pride can reinforce positive feelings and boost morale.
“You feel anxious about the results of the medical tests.” Recognizing and verbalizing the listener’s anxiety can provide comfort and show that their feelings are valid and understood.

Reflective Communication Examples in Psychology

Reflective communication in psychology is pivotal for understanding and empathizing with clients’ feelings and thoughts. It involves therapists or counselors echoing the emotions and words of their clients, facilitating a deeper understanding of their mental and emotional states. This approach is essential in therapeutic communication and emotional intelligence , fostering a supportive and healing environment.

Client Discussing Anxiety : “It sounds like you’re feeling extremely anxious about upcoming events.” This reflection helps the client feel understood and opens up further exploration of their anxiety.
Discussing Relationship Issues : “You feel hurt and neglected in your relationship.” Reflecting these feelings validates the client’s experience and encourages deeper discussion.
Addressing Past Traumas : “You’re still deeply impacted by what happened in your past.” This acknowledgment helps in processing and healing from trauma.
Client Expressing Fear : “You’re scared about how these changes will affect your life.” Reflective statements like this create a safe space for discussing fears.
Talking About Job Stress : “You seem overwhelmed by the pressure at work.” Reflecting on work-related stress can lead to strategies for coping.
Discussing Loss : “It sounds like you’re experiencing profound grief.” Acknowledging grief helps in the grieving and healing process.
Client Feeling Hopeless : “You’re feeling hopeless about the future right now.” This reflection validates the client’s emotions and can guide further therapy.
Expressing Anger Issues : “You feel angry and frustrated often.” Reflecting these emotions can help explore the root causes of anger.
Dealing with Self-Esteem Issues : “You don’t feel good about yourself lately.” Such reflections help clients to open up about self-esteem struggles.
Client Discussing Family Dynamics : “You feel caught in the middle of family conflicts.” This acknowledges the client’s difficult position and facilitates a discussion on family issues.

Reflective Communication Examples in Nursing

In nursing, reflective communication is crucial in building trust and understanding with patients. It involves nurses acknowledging and mirroring patients’ concerns and feelings, thereby enhancing the quality of care and patient satisfaction. This practice is vital for patient-centered care and effective communication in healthcare settings.

Patient Worried About Surgery : “You’re feeling anxious about your surgery tomorrow.” Reflecting a patient’s concerns can help in providing reassurance and information.
Discussing Pain Management : “You seem to be in a lot of pain today.” Acknowledging a patient’s pain is the first step in effective pain management.
Patient Expressing Fear of Diagnosis : “You’re scared about what the test results might show.” This reflection shows empathy and opens up a supportive conversation.
Talking About Recovery Concerns : “You’re concerned about how long recovery will take.” Reflecting these concerns helps in discussing realistic recovery expectations.
Patient Feeling Lonely : “You feel isolated staying in the hospital.” Acknowledging feelings of loneliness can guide more personalized patient care.
Discussing Medication Side Effects : “You’re worried about the side effects of this medication.” This shows understanding and can lead to a discussion about medication management.
Patient Reluctant About Treatment : “You seem hesitant about the recommended treatment.” Reflecting hesitancy can open dialogue about treatment options and decisions.
Patient Upset About Delayed Discharge : “You’re frustrated about staying in the hospital longer.” Acknowledging frustration can help address and alleviate concerns.
Patient Anxious About Home Care : “You’re anxious about managing your care at home.” Reflecting this anxiety allows nurses to provide relevant education and support.
Discussing Diet and Lifestyle Changes : “You feel overwhelmed by the needed dietary changes.” Such reflections help in tailoring patient education and support.

Reflective Communication Examples in Healthcare

Reflective communication in healthcare extends beyond nursing, involving all healthcare professionals in acknowledging patients’ emotions and concerns. This approach enhances patient engagement and adherence to treatment plans, crucial for health communication and patient care .

Patient Discussing Chronic Illness : “You feel frustrated by the limitations your illness causes.” Reflecting on these frustrations can lead to more empathetic care and support.
Addressing Patient’s Anxiety About Procedures : “You’re nervous about the upcoming procedure.” Acknowledging this fear can lead to providing more information and reassurance.
Patient Concerned About Hospital Environment : “You feel uncomfortable in the hospital setting.” This helps in making necessary adjustments to improve patient comfort.
Talking About Family Health History : “You’re worried about your family’s health history affecting you.” Reflecting this concern can guide a more thorough examination and discussion.
Discussing End-of-Life Care : “You’re concerned about your loved one’s comfort during end-of-life care.” Reflective communication is crucial in such sensitive discussions.
Patient Confused About Medication : “You seem confused about when to take your medications.” This reflection can lead to clearer patient education about medication schedules.
Patient Expressing Discontent with Care : “You’re not satisfied with the care you’ve received.” Acknowledging dissatisfaction can open the way for improvements in care.
Discussing Mental Health Concerns : “You feel overwhelmed by stress and anxiety.” Reflective communication is key in mental health discussions and treatment.
Patient Worried About Post-Operative Care : “You’re anxious about post-operative care at home.” This reflection helps in planning and discussing post-operative support.
Patient Upset About Long Wait Times : “You’re upset about the long waiting time.” Acknowledging such concerns can help address systemic issues in healthcare delivery.

Reflective Communication Examples in the Workplace

Reflective communication in the workplace is essential for understanding employees’ perspectives, resolving conflicts, and fostering a positive work environment. It involves supervisors, managers, and colleagues acknowledging and reflecting each other’s thoughts and concerns, which is vital for team communication and workplace harmony .

Employee Discussing Workload : “You feel overwhelmed by your current workload.” Reflecting this feeling can lead to discussions about workload management.
During Performance Reviews : “You seem proud of your achievements this quarter.” Reflecting positive feelings can boost morale and motivation.
Addressing Team Conflicts : “You’re frustrated with the lack of communication in the team.” Acknowledging such issues can lead to more effective conflict resolution.
Discussing Career Aspirations : “You’re eager to take on more leadership roles.” Reflective communication can help in career development planning.
Employee Expressing Burnout : “You seem to be feeling burnt out recently.” Acknowledging burnout is crucial for addressing employee wellbeing.
During Staff Meetings : “You’re concerned about meeting project deadlines.” Reflecting such concerns can help in reassessing timelines and resources.
Employee Upset About Feedback : “You’re upset about the feedback you received.” Reflective communication can help address misunderstandings and improve feedback methods.
Discussing Office Dynamics : “You feel left out of decision-making processes.” Reflecting these feelings can lead to more inclusive practices.
Employee Worried About Job Security : “You’re anxious about the stability of your job position.” Acknowledging such fears can lead to more transparent communication.
Addressing Lack of Recognition : “You feel your efforts haven’t been adequately recognized.” Reflective communication can help in acknowledging and rewarding efforts.

Reflective Communication Examples for Presentation

In presentations, reflective communication helps in engaging the audience, addressing their concerns, and making the presentation more interactive. It involves the presenter acknowledging audience reactions and feedback, crucial for effective presentation skills and audience engagement .

Audience Questions About Clarity : “You’re looking for more specifics on this topic.” Reflecting audience questions can lead to more detailed explanations.
Responding to Feedback : “You seem to think the timeline is unrealistic.” Acknowledging this concern can help address feasibility issues.
During a Sales Pitch : “You’re interested in how this product can benefit your company.” Reflecting audience interest can guide a more targeted pitch.
Addressing Technical Difficulties : “You’re frustrated by these technical issues during the presentation.” Acknowledging difficulties can help maintain audience patience and attention.
Discussing Project Proposals : “You seem concerned about the project’s budget.” Reflecting this concern can lead to a more thorough budget discussion.
In a Training Session : “You’re excited about implementing these strategies.” Reflecting enthusiasm can make training more effective and engaging.
During a Seminar Q&A : “You’re curious about the research methods used.” Reflecting questions can lead to more comprehensive answers and discussions.
Presenting to Stakeholders : “You’re looking for assurances about return on investment.” Reflecting stakeholder concerns is key in gaining their confidence.
In an Academic Lecture : “You seem interested in exploring this theory further.” Reflecting student interest can enhance learning and engagement.
During a Workshop : “You’re eager to try these techniques yourself.” Reflecting eagerness can encourage active participation and practice.

Reflective Communication Examples in Business

Reflective communication in business enhances dialogue, builds trust, and fosters a productive work environment. It involves managers and team members actively listening and reflecting back thoughts and emotions, which helps in clarifying and addressing workplace issues effectively. These examples demonstrate how reflective communication can be applied in various business scenarios to improve team dynamics and workplace communication .

During a Team Meeting : “You’re worried about meeting our quarterly targets.” This reflects the team’s concern and opens the discussion for solutions.
In a Client Meeting : “It sounds like you’re looking for more customizable solutions.” Reflecting client needs can lead to more tailored service.
In a Performance Review : “You feel your efforts in the project weren’t fully recognized.” This can help employees feel valued and understood.
During Conflict Resolution : “You’re upset because you feel your ideas were dismissed in the meeting.” Reflecting emotions can help de-escalate conflicts.
In a Sales Pitch : “You seem concerned about the scalability of our product.” Addressing potential client concerns directly can build trust and rapport.
When Giving Feedback : “It sounds like you’re proud of the work you did on this project.” Positive reflections can motivate and encourage.
In Strategy Meetings : “You’re anxious about entering a new market.” Reflecting concerns can help in more thoughtful strategic planning.
During Project Debriefs : “You feel that the project’s success was due to effective teamwork.” Acknowledging team effort fosters a positive work culture.
In Employee Training : “You seem excited about these new learning opportunities.” Reflecting enthusiasm can enhance engagement in training programs.
While Addressing Customer Complaints : “You’re disappointed with our product’s performance.” Reflective listening in customer service can lead to better conflict resolution.

Reflective Communication Examples for Students

Reflective communication is vital for students, aiding in their academic and personal development. It encourages self-awareness and helps students in articulating their thoughts and emotions clearly. These examples show how reflective communication can be effectively used in educational settings, enhancing student engagement and learning outcomes .

During Group Projects : “You’re concerned about dividing the workload fairly.” This reflection can encourage more equitable participation.
In Peer Reviews : “You feel your ideas weren’t fully understood in this assignment.” Helps students express and address misunderstandings.
When Discussing Grades : “You seem disappointed with your test results.” Opens a conversation for improvement and support.
During Career Counseling : “You’re unsure about which major aligns with your interests.” Reflecting uncertainties can guide career decision-making.
In Study Groups : “You’re excited about the upcoming presentation.” Acknowledging enthusiasm can boost group morale.
When Addressing Classroom Concerns : “You feel like you’re not keeping up with the class.” Helps in identifying and addressing learning challenges.
During Tutoring Sessions : “You seem confident about your improvement in math.” Positive reinforcement can encourage continued effort.
In Student Advising : “You’re anxious about making the right college choice.” Reflecting concerns can lead to more personalized guidance.
While Discussing Extracurricular Activities : “You’re passionate about joining the debate team.” Acknowledging interests can foster student engagement.
In Peer Mediation : “You feel hurt by your friend’s comments.” Helps in resolving conflicts and restoring relationships.

Reflective Communication Examples for Teachers

For teachers, reflective communication is a tool that enhances their ability to connect with students, understand their needs, and foster a supportive learning environment. These examples show how teachers can use reflective communication to improve classroom management and student-teacher relationships .

When a Student is Struggling : “You seem frustrated with this topic.” Opens up supportive dialogue and offers help.
During Parent-Teacher Meetings : “You’re concerned about your child’s progress in reading.” Reflecting parental concerns can lead to collaborative solutions.
In Class Discussions : “You seem excited about this historical period.” Encourages student participation and shows engagement.
While Managing Classroom Behavior : “You appear upset about being reprimanded.” Helps in understanding student emotions and addressing behavior.
When Giving Constructive Criticism : “You feel disappointed with your performance.” Opens a path for guidance and improvement.
During One-on-One Meetings : “You’re proud of your improvement in math.” Acknowledging achievements can boost student confidence.
In Response to Classroom Questions : “You’re curious about how this topic relates to real-life situations.” Encourages inquiry-based learning.
When Addressing Class Dynamics : “You feel left out of group activities.” Helps in creating more inclusive classroom activities.
In Creative Writing Classes : “You seem passionate about your story topic.” Encourages creativity and individual expression.
While Discussing Future Goals : “You’re uncertain about your post-graduation plans.” Assists in career guidance and planning.

Reflective Communication Examples in the Classroom

Reflective communication in the classroom setting is key to creating an inclusive and engaging learning environment. It helps teachers and students alike to express and understand feelings and thoughts, improving educational experiences and academic performance . These examples demonstrate effective use of reflective communication in various classroom interactions.

During a Lecture : “You seem puzzled by this concept.” Helps in addressing student confusion and clarifying concepts.
In Group Activities : “You’re enthusiastic about this project.” Encourages and validates student engagement.
When Addressing Student Questions : “You’re curious about the implications of this theory.” Shows recognition of student interest and deepens discussion.
In Art Classes : “You appear to be really enjoying painting.” Encourages artistic expression and creativity.
During Science Experiments : “You seem excited about the results.” Fosters a love for learning and scientific inquiry.
In Language Classes : “You’re struggling with pronunciation.” Offers an opportunity for targeted help and practice.
While Teaching History : “You’re fascinated by this historical event.” Encourages exploration and discussion of historical topics.
In Math Classes : “You feel satisfied with solving that complex problem.” Reinforces a sense of accomplishment and understanding.
During Physical Education : “You’re hesitant about participating in this sport.” Opens dialogue for encouragement and support.
In Music Lessons : “You seem to be finding your rhythm.” Acknowledges progress and fosters musical development.

Reflective Communication Examples for Employees

Reflective communication is essential for employees to navigate workplace dynamics effectively. It enables them to express their thoughts and feelings in a manner that fosters understanding and collaboration. These examples illustrate how employees can use reflective communication to enhance workplace relationships and professional development .

In Team Collaborations : “You’re excited about the new project.” Acknowledging enthusiasm can boost team synergy.
During Conflict with Colleagues : “You feel your suggestions were not considered.” Helps in addressing and resolving workplace conflicts.
When Seeking Feedback : “You’re looking for ways to improve your skills.” Encourages constructive feedback and personal growth.
In Employee Meetings : “You seem concerned about workload balance.” Opens discussion for effective workload management.
While Navigating Change Management : “You’re anxious about the new company policies.” Facilitates open discussions about organizational changes.
During Professional Development Sessions : “You’re motivated to advance in your career.” Reflects ambition and can guide career development strategies.
In Networking Events : “You’re interested in expanding your professional network.” Encourages connections and professional growth.
When Addressing Time Management : “You feel overwhelmed with your current deadlines.” Helps in finding solutions for better time management.
In Discussions About Career Path : “You’re uncertain about which direction to take.” Assists in exploring and defining career goals.
During Employee Wellness Programs : “You’re committed to improving your work-life balance.” Supports wellness and personal well-being in the workplace.

Why is Reflective Communication Important?

Reflective communication plays a crucial role in both personal and professional contexts. Its importance lies in its ability to foster understanding, empathy, and effective interaction.

1. Enhancing Understanding and Empathy

Builds Deeper Connections : By reflecting thoughts and feelings, it helps build deeper emotional connections.
Increases Empathy : Reflective communication allows individuals to show that they not only hear but also understand and empathize with others.

2. Improving Communication Efficiency

Reduces Misunderstandings : By clarifying and confirming messages, it minimizes the chances of miscommunication.
Encourages Open Dialogue : Creates a safe environment for open and honest communication.

3. Facilitating Conflict Resolution

De-escalates Tensions : By showing understanding, it can help de-escalate conflicts.
Promotes Problem-Solving : Encourages a collaborative approach to resolving issues.

What is the Purpose of Reflective Communication?

The primary purpose of reflective communication is to enhance interpersonal interactions by accurately understanding and responding to the feelings and thoughts expressed by others.

To Validate Feelings : Acknowledging and validating others’ emotions and thoughts.
To Encourage Self-Expression : Helping individuals feel comfortable sharing their thoughts and feelings.
To Aid in Active Listening : Enhancing the quality of listening by actively engaging in the communication process.
To Support Personal Growth : Facilitating self-awareness and personal development through thoughtful communication.

Which Form of Communication is Self Reflective?

Self-reflective communication involves introspection and the ability to understand and articulate one’s own thoughts and feelings. It’s a form of internal dialogue.

Characteristics:

Self-Awareness : Being conscious of one’s own thoughts and emotions.
Self-Regulation : The ability to manage one’s responses and reactions effectively.
Introspection : Regularly examining one’s own beliefs, motives, and feelings.
Personal Growth : Using self-reflection to foster personal development and improvement.

What are Reflective Communication Activities?

Reflective communication activities are exercises designed to enhance the ability to understand and mirror back thoughts and feelings expressed by others.

Practical Exercises:

Role-Playing : Engaging in scenarios to practice reflecting emotions and thoughts in various contexts.
Journaling : Writing about personal experiences and emotions to enhance self-reflective skills.
Active Listening Exercises : Practicing attentive listening and reflecting back what was heard.
Group Discussions : Participating in guided discussions where members practice reflective communication.
Feedback Sessions : Sharing and receiving feedback in a constructive manner, focusing on understanding and reflecting emotions and thoughts.

Incorporating these aspects of reflective communication into daily interactions can significantly enhance the quality and effectiveness of personal and professional communication.

What are Techniques for Reflective Communication?

Reflective communication is a powerful tool for enhancing understanding and empathy in interactions. It involves actively listening, understanding, and then verbally reflecting the thoughts and feelings of the speaker. Here are key techniques for mastering reflective communication:

Active Listening : Pay full attention to the speaker, avoiding distractions and focusing on their words and nonverbal cues.
Paraphrasing : Restate the speaker’s words in your own, showing you have grasped their message.
Emotion Reflecting : Acknowledge the emotions behind the speaker’s words, such as saying, “It seems like you’re feeling frustrated.”
Asking Open-ended Questions : Encourage deeper discussion and clarification, for example, “Can you tell me more about that?”
Summarizing : At the end of a conversation, summarize the key points to ensure mutual understanding.

What are the Characteristics of Reflective Communication Style?

Reflective communication style is characterized by its empathetic and understanding nature. Here are its defining traits:

Empathy : Shows a deep understanding of and concern for the speaker’s emotions and experiences.
Nonjudgmental Attitude : Avoids judging or criticizing the speaker, fostering a safe and open communication environment.
Patient and Calm Demeanor : Involves patience in listening and responding, without rushing or interrupting.
Genuine Interest : Demonstrates a sincere interest in what the other person is saying.
Clarity and Simplicity : Uses clear, simple language that is easy to understand, avoiding jargon or complexity.

How Does Reflective Listening Help Communication?

Reflective listening is a cornerstone of effective communication, offering numerous benefits:

Builds Trust and Rapport : Reflective listening shows you value the speaker’s perspective, building trust and rapport.
Enhances Understanding : It ensures you truly understand what the other person is saying, reducing misunderstandings.
Facilitates Emotional Release : By acknowledging emotions, it allows the speaker to feel heard and understood, often providing emotional relief.
Encourages Openness : Reflective listening creates a safe space for open and honest communication.
Improves Problem-Solving : By fully understanding the issues, it leads to more effective problem-solving and conflict resolution.

What are Reflective Communication Skills?

Reflective communication skills are essential for effective interpersonal interactions. They include:

Active Listening Skills : Focusing attentively on the speaker, acknowledging their message through nodding or verbal affirmations.
Empathy : Ability to genuinely understand and share the feelings of another person.
Verbal Reflection : Skillfully restating or paraphrasing what the speaker has said to show understanding.
Nonverbal Cues Interpretation : Reading and interpreting body language, tone of voice, and facial expressions accurately.
Feedback Offering : Providing thoughtful, constructive feedback that is relevant and helpful to the speaker.

Incorporating these techniques and characteristics into daily communication can significantly enhance the quality of interactions, whether in personal relationships, professional environments, or educational settings. Reflective communication fosters deeper connections, mutual understanding, and effective collaboration.

What is Reflective Practice in Communication?

Reflective practice in communication is a process where individuals consciously analyze their communication style and interactions. This practice is vital for personal and professional development, fostering effective communication and empathetic understanding .

Self-Evaluation : Assessing your own communication skills to identify strengths and areas for improvement.
Active Listening : Paying close attention to verbal and nonverbal messages in conversations.
Feedback Seeking : Actively seeking feedback from others to understand how your communication is perceived.
Reflecting on Interactions : Thinking back on conversations to gauge their effectiveness and impact.
Continuous Learning : Committing to ongoing learning and adaptation to enhance communication skills.

What are Reflective Communication Strategies?

Reflective communication strategies involve methods that help in understanding and effectively responding to the emotions and thoughts expressed by others. These strategies are essential for building rapport and interpersonal relationships .

Mirroring : Echoing the speaker’s words and sentiments to show understanding.
Validating Emotions : Acknowledging and accepting the emotions of the speaker without judgment.
Clarifying : Asking questions to ensure clear understanding of the speaker’s message.
Summarizing : Briefly restating key points of the conversation to confirm understanding.
Empathizing : Showing genuine empathy towards the speaker’s feelings and experiences.

What are Types of Reflective Communication?

Different types of reflective communication cater to various contexts and relationships, enhancing communication effectiveness and emotional intelligence .

Emotional Reflection : Focusing on the emotional content of the conversation.
Content Reflection : Concentrating on the factual or informational aspect of the message.
Reflective Listening : Listening attentively to understand the speaker’s perspective fully.
Reflective Responding : Responding in a way that shows understanding and empathy.
Critical Reflection : Analyzing and questioning the underlying beliefs and assumptions in a conversation.

How to Write a Reflective Essay on Communication?

Writing a reflective essay on communication involves introspection and analysis of your communication skills and experiences. It’s a valuable exercise for self-awareness and personal development .

Choose a Focus : Select a specific communication experience or skill to reflect upon.
Describe the Experience : Clearly outline the context, your role, and what transpired during the communication.
Analyze Your Communication : Assess your performance, considering what went well and what could be improved.
Reflect on Learning : Discuss what you learned about yourself and your communication style.
Plan for Future : Conclude by outlining how you plan to apply this learning to enhance your future communication.

Difference between Reflective Communication and Active Communication

Reflective communication and active communication are two distinct but complementary aspects of effective interpersonal interactions. While both play crucial roles in enhancing communication effectiveness and relationship building , they differ in their approach and focus.

Aspect	Reflective Communication	Active Communication
	Reflective communication involves mirroring back what another person has said, showing understanding and empathy.	Active communication is about engaging in the conversation with full attention, showing interest and involvement.
	To validate and acknowledge the speaker’s feelings and perspectives.	To engage in the conversation effectively and responsively.
	Concentrates on understanding and reflecting the speaker’s emotions and thoughts.	Focuses on active listening, clarifying, questioning, and providing feedback.
	Often involves paraphrasing or summarizing what the speaker has said to show comprehension.	Involves direct interaction, maintaining eye contact, nodding, and responding promptly.
	More passive, as it involves receiving and reflecting the information provided by the speaker.	More active, involving both listening and responding actively to the speaker.
	Commonly used in counseling, therapy, and conflict resolution for empathetic engagement.	Widely used in everyday conversations, meetings, and discussions to maintain active engagement.
	Helps in building trust, rapport, and emotional understanding.	Ensures effective exchange of information and ideas, and keeps the conversation dynamic.

Reflective communication is centered around empathy and understanding, often leading to emotional depth in conversations. In contrast, active communication is dynamic and interactive, ensuring that conversations are engaging and that all participants are actively involved. Both styles are essential in different contexts and contribute to the richness of interpersonal communication.

How to Use Reflective Communication

Reflective communication is a powerful skill that involves listening to and understanding another person’s message and then reflecting back their thoughts and feelings. It’s a critical tool in effective communication and empathetic listening . Using reflective communication, you can build deeper connections, foster understanding, and enhance interpersonal dynamics. Here’s how to effectively use reflective communication in various settings:

1. Active Listening

Give Full Attention : Focus entirely on the speaker, putting aside distractions. This shows respect and facilitates better understanding.
Observe Nonverbal Cues : Pay attention to body language, tone of voice, and facial expressions, as they can provide additional context to the words being spoken.

2. Understanding the Speaker’s Perspective

Avoid Assumptions : Don’t jump to conclusions about what the speaker is feeling or thinking. Let them express themselves fully before responding.
Empathize : Try to understand the situation from the speaker’s perspective. Empathy is a cornerstone of reflective communication .

3. Mirroring the Speaker’s Message

Paraphrase : Repeat what the speaker said in your own words. This shows that you are trying to understand their message.
Reflect Emotions : Acknowledge the speaker’s feelings. For example, “It sounds like you’re really passionate about this topic.”

4. Encouraging the Conversation

Ask Open-Ended Questions : Encourage the speaker to elaborate or clarify their thoughts. Questions like “How did that make you feel?” can deepen the conversation.
Show Interest : Use verbal affirmations like “I see,” or “Go on,” to show that you are interested and engaged.

5. Responding Appropriately

Provide Feedback : Offer your thoughts or advice if appropriate, but ensure it is constructive and respectful.
Summarize the Discussion : Conclude with a summary of what has been discussed. This can help both parties understand and agree on the key points of the conversation.

6. Practicing Reflective Communication

Regular Practice : Like any skill, reflective communication improves with practice. Use it in everyday conversations to become more proficient.
Seek Feedback : After conversations, reflect on your performance and ask for feedback. This can help you identify areas for improvement.

By incorporating these techniques, reflective communication becomes an invaluable tool in both personal and professional contexts. It not only improves relationships and understanding but also contributes to personal growth and effective problem-solving. Whether in a workplace setting, within educational environments, or in personal relationships, mastering reflective communication can lead to more meaningful and effective interactions.

Tips for Listening Reflectively in Communication

Effective reflective communication is not just about how we respond, but also about how we listen. Active and empathetic listening forms the core of reflective communication, enhancing both personal and professional interactions. By practicing reflective listening, individuals can foster deeper connections, resolve conflicts more effectively, and improve overall communication. Here are some tips for listening reflectively:

1. Be Fully Present

Eliminate Distractions : To listen reflectively, it’s essential to eliminate distractions. This means putting away phones, turning off screens, and focusing entirely on the speaker.
Body Language Matters : Your nonverbal cues, such as maintaining eye contact, nodding, and leaning forward, show the speaker that you are fully engaged and attentive.

2. Practice Active Listening

Acknowledge and Encourage : Use small verbal encouragements like “I see,” “Go on,” or “Interesting.” These cues not only show that you are listening but also encourage the speaker to continue.
Paraphrase and Summarize : Periodically paraphrasing what the speaker has said is a powerful way to show that you are listening and understanding their message.

3. Show Empathy

Reflect Emotions : If the speaker is showing emotions, acknowledge them. Saying things like, “It sounds like this is really frustrating for you,” validates their feelings.
Avoid Judgment : It’s important to listen without judging or jumping to conclusions. Being open-minded allows for a more genuine and empathetic interaction.

4. Ask Open-Ended Questions

Encourage Exploration : Ask questions that encourage the speaker to explore their thoughts and feelings further. For example, “How did that make you feel?”
Clarify and Probe : If something isn’t clear, ask clarifying questions. This shows that you are interested in understanding their perspective fully.

5. Avoid Interrupting

Let Them Finish : Avoid the urge to interrupt, even if you have something important to say. Interrupting can make the speaker feel unvalued and unheard.
Pause Before Responding : After the speaker finishes, take a moment before responding. This pause indicates that you are processing what they’ve said, not just waiting for your turn to speak.

6. Practice Regularly

Make It a Habit : Like any skill, reflective listening improves with practice. Try to use these techniques in your daily conversations.
Seek Feedback : Ask for feedback from others about your listening skills. This can help you identify areas for improvement.

By incorporating these tips into your daily communication, you can become a more effective and empathetic listener. Reflective listening is a key component of effective communication and can greatly enhance both personal and professional relationships.

In conclusion, these reflective communication examples illustrate the profound impact of empathetic listening and understanding in various contexts. Whether in business, education, or personal interactions, applying these principles can significantly enhance communication effectiveness. By fostering open dialogue and deeper connections, reflective communication proves to be an invaluable tool in achieving mutual understanding and building stronger relationships.

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Home — Essay Samples — Sociology — Interpersonal Communication — Reflective Paper on Interpersonal Communication

Reflective Paper on Interpersonal Communication

Categories: Emotional Intelligence Interpersonal Communication

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Reflective Essay Examples

50 best reflective essay examples (+topic samples).

If you have ever read reflective essay examples, you would know that these types of written works examine the writer’s life experiences . When you write a reflective paper example, you write about your own experiences and explore how you’ve changed, grown or developed because of those experiences. There’s no standard format for this essay as it may vary depending on the target audience.

Table of Contents

1 Reflective Essay Examples
2 What is a reflective essay?
3 Reflective Paper Examples
4 Format of reflective essay
5 Creating the outline of reflective essay examples
6 Reflective Paper Samples
7 Tips for writing reflective essay
8 Reflective Essay Samples

What is a reflective essay?

A reflective essay is a type of written work which reflects your own self. Since it’s about yourself, you already have a topic to write about. For reflective essay examples, readers expect you to evaluate a specific part of your life. To do this, you may reflect on emotions, memories, and feelings you’ve experienced at that time.

Since you’re writing reflection essay samples about yourself, make sure that they’re interesting and exciting. This is very important so that your readers don’t get bored with what you’ve written. Reflective essays are very personal thus, they’re a special type of essay. As you write one, you need to reflect, think, and explain.

In the essay, you should demonstrate and describe different feelings or emotions which you’ve felt in the past. These statements breathe life into your essay as your readers start picturing what you’ve written in their minds. Reflective essays are very honest, personal, and emotional, especially those which describe painful experiences.

Reflective Paper Examples

Format of reflective essay

As aforementioned, reflective essay examples don’t have a standard format. They seem easy enough to write but once you’ve sat down to start writing, you may suddenly find the task very challenging! Besides the format, you must think about the life experience you want to write about and remember everything about it.

A reflective paper example is a lot like a personal journal or diary. Of course, the difference is that other people will read your essay. Therefore, you must write it with good structure and coherence. In this regard, reflective essays are a lot like the other types of essays too.

When writing a reflective essay, you will have to examine your own life experiences. The purpose of writing such an essay is to provide yourself with a platform to share your most meaningful life experiences with other people. You can also use it as a way to explore how your experiences have changed you as a person.

You can present reflective writing in different formats. Most of the time though, people use a learning log or a diary entry format. You can use these formats and others. Just make sure that your essay has a good flow and that it’s easy for other readers to understand.

The format to use for your reflection essay samples would depend on your target audience. You can make an academic reflective essay or you can make it as a general and informal piece of writing. If you need to write the essay for a class assignment, follow the format given to you by your teacher.

No matter what format you choose, you may write an essay which:

Focuses on your personal growth Such an essay helps you learn how to evaluate and analyze the experiences you have had in your personal life. This helps promote emotional development and growth. It also helps you understand yourself and your behaviors better.
Focuses on literature For this type of essay, you may have to include references to literature and apply these to your own life experiences. Such essays are commonly given as assignments to students in school.

Creating the outline of reflective essay examples

Before you write your reflective essay examples, you must create an outline for them. Although you’d write about your own life, creating an outline gives structure to your essay to serve as a guide for what you want to write about.

Whether you need to write an essay for school, for a magazine or for any other reason, creating an outline is the very first step. With a good outline, you have a better idea of how your essay will flow from one paragraph to the next all the way to the conclusion.

When creating the outline of your reflective paper example, keep it organized. Develop the outline gradually and put a lot of thought into it. In doing this, you make the writing process much easier. Here is a rundown of the steps involved in the essay-writing process:

Choose a topic (a significant life experience you want to write about)
Gather information
Create an outline
Write a draft
Finalize your essay

Reflective Paper Samples

Tips for writing reflective essay

As you think about the content of your reflection essay samples, remember that the important thing is that such an essay must be highly personal but also engaging to readers. There’s so much more to reflective essays than just writing your story. You must also reflect on your experiences to engage your audiences.

For your starting point, think about the most significant experiences you had in your life. Those which had either a negative or a positive impact on you as a person. If the reflective essay is a school assignment, your professor would probably specify what you must write about. Here are some tips for you for writing your reflective paper example:

Reflection The most important part of writing your reflective essay is the reflective process. Think about the personal experience you want to write about. Focus on what happened, how this experience made you feel, and how it affected your life. Explore your memories and emotions for this part of the process. As you’re recalling and reflecting on your life experience, take a lot of notes . Write down all the details you remember and try to be as clear and as detailed as you possibly can. Take as much time as you need for reflection. You can even close your eyes as you try to remember those experiences vividly. When you’re confident that you have recalled all of the details of your life experience, it’s time to write your essay. To make it more meaningful, try to answer some important questions about your life experience including: Did you learn anything new about yourself because of this experience? Have you grown or developed because of this experience? If so, in what way? Did this experience impact your life positively or negatively? If you had the chance to experience this all over again, would you do anything differently? Why did you behave in such a way at the time of this experience? Did you make the right choices? What are your general thoughts and feelings about this experience? Can you say that you learned from this experience? Did you gain any new perspectives or skills because of this experience? These are “signpost questions” which can help you write a more meaningful essay. These are just some examples, you can also think of your own questions to ask yourself. The point of these questions is to make sure that you think critically and deeply about the experience you’re writing about.
Planning After you’ve reflected on your life experience, it’s time to start planning your essay. When it’s time to start, you might feel as if you’re not adequately prepared even though you’ve done a lot of reflection. This is a normal feeling, especially if you want to create a written piece which people will love reading. To ease your anxiety and doubt, come up with a well-rounded and comprehensive plan. The best way to do this is through an outline. With an outline to guide your writing process, you can come up with an essay that’s more coherent and which has a clear structure. An outline or plan is important for reflective essays. Since you’re writing about an emotionally-charged topic, you might find yourself getting “lost” along the way. This is especially true if you’re writing about a painful experience which still affects you until now. The outline serves as a map for you to keep your thoughts organized. In your outline, make sure to establish all of the fundamental details you wish to include in your essay. This helps you pick out and remove any superfluous information to make it easier to read and understand. Planning the points you want to write about makes it easier for you to stay on point. As such, your writing becomes a lot clearer and your readers can follow your line of thought. An outline also prevents you from missing out any relevant information. It’s very difficult and frustrating to go back after you’ve written the whole essay just to fit in this information! Planning your essay also saves you a lot of time. Coming up with the structure makes you more familiar with your essay even before you start writing it. Thus, you can spend more time writing, revising, and proofreading your essay to make it the best version possible.

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Reflective Account of Communication Skills

Info: 2600 words (10 pages) Reflective Nursing Essay Published: 28th Oct 2020

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Tagged: communication reflective practice

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The Open University (2019a) ‘Unit 1: Principles of communication’, [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501033 (Accessed 01 December 2019)
The Royal College of Nursing (2011) ‘First Steps’, [Online]. Available at https://rcni.com/hosted-content/rcn/first-steps/role-of-health-care-assistant (Accessed 01 December 2019)
The Open University (2019b) ‘Activity 1.1: Your own communication’, [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501033§ion=1 (Accessed 01 December 2019)
The Open University (2019c) ‘Unit 2: Developing therapeutic relationships’, [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501038 (Accessed 01 December 2019)
Carteret, M (2010) ‘Cultural values of Asian patients and families’, [Online]. Available at http://www.dimensionsofculture.com/2010/10/culture-values-of-asian-patients-and-families/ (Accessed 01 December 2019)
The Open University (2019d) ‘Section 1: Assessing your communication skills’, [Online] Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501038§ion1 (Accessed 01 December 2019)
The Open University (2019e) ‘Section 3: Non-verbal communication’, [Online] Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501038§ion3 (Accessed 01 December 2019)
Al-Jawad, M., Winter, R and Jones, E (2017) ‘Communicating with relatives’, British Medical Journal, p359. [Online] Available at https://pml-eu.hoseted.exlibrisgroup.com/permalink/f/gvehrt/TN_bmj_journals10.1136/bmj.j4527 (Accessed 01 December 2019)
The Open University (2019f) ‘Unit 1: Principles of communication’, [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501033 (Accessed 01 December 2019)
The Open University (2019g) ‘Section 2: Theories’, [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501033§ion=2 (Accessed 01 December 2019)
The Open University (2019h) ‘Section 2: Theories’, [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501033§ion=2 (Accessed 01 December 2019)
Bramhall, E (2014) ‘Effective communication skills in nursing practice’, Nursing Standard, Vol.29, [Online]. Available at https://journals.rcni.com/doi/full/10.7748/ns.29.14.53.e9355 (Accessed 01 December 2019)
Nursing & Midwifery Council (2015) The code: Professional standards of practice and behaviour for nurses and midwifes [Online]. Available at http://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf (Accessed 1 December 2019)
The Open University (2019) ‘Activity 1.1: Your own communication’, KYN237 Block 1: Unit 1, Communicating with clarity [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=1501033§ion=1 (Accessed 01 December 2019)

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Communication in Nursing Practice: Gibbs’ Reflective Cycle Essay

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Introduction

Description, action plan, reflective conclusion.

Communication is a fundamental element in nursing practice. This element can possibly determine patients’ satisfaction and even the outcomes of their treatment (Lotfi et al., 2019). The situation described in the paper will exemplify the potential role of communication, which is why it will serve as a Gibbs Reflective Cycle nursing example. The cycle will help to assess the situation and extract lessons from it.

The model is a widely-recognized and crucial learning instrument, allowing individuals to extract lessons from life experiences. The pattern helps one to consider previous experiences, reevaluate them in the light of new knowledge, and implement the freshly obtained insight to improve future practice (Markkanen et al., 2020). The cycle is composed of six stages (description, feelings, evaluation, analysis, conclusion, and action plan), on which the reflection regarding the personal experience will be based (Markkanen et al., 2020). The paper’s principal objective is to outline a challenging situation from personal practice using Gibbs’ Reflective Cycle. The problematic situation is an encounter with a patient suffering from an infected diabetic foot ulcer and in need of amputation. Overall, the paper aims to critically analyze the situation and transform it into a learning opportunity useful in improving my future practice as a wound care specialist.

The situation concerns a 40-year-old patient with diabetes and an infected foot ulcer who was admitted to the hospital where I was working at the moment. The patient had a long history of diabetes, from which he suffered since he was ten years old. A multidisciplinary team examined the patient and established that he needed an amputation. As I approached the patient to get a consent form, I noticed that he looked upset. Given the described situation, it might be suggested that a communication dilemma here is of ethical character, in particular – it is the delivery of the bad news. By applying the model, the provided Gibbs Reflective Cycle example communication will demonstrate what actions were undertaken to resolve the mentioned dilemma.

The incident that will be analyzed is an outstanding Gibbs Reflective Cycle nursing example, which happened several years ago when I began working as a wound care nurse. A 40-year-old diabetic patient with an infected diabetic foot ulcer was admitted to the hospital. He had a long history of diabetes, suffering from the condition for three decades. A multidisciplinary team examined and communicated with the patient; it was established that he needed a below-knee amputation. The group stated their decision and left, and I had to retrieve the consent form. While retrieving the record, I perceived that the patient looked exceedingly sorrowful and depressed. Nevertheless, I did not know whether I needed to intervene in the situation and left.

Although I worked for many years in nursing before the incident, I became a certified wound care nurse relatively recently before it took place. At the moment, I saw the situation as irreparable, so I was not sure whether I should have tried to console the patient. I felt anxious and, to an extent, powerless when faced with the man’s grief. I thought that words or an empathic response would not be able to mitigate his sadness. Additionally, I was also somewhat startled that the multidisciplinary team did not handle the conversation more delicately and left rather abruptly. Overall, I did not feel confident enough to handle the situation and was unsure whether my intervention would be appropriate.

I frequently returned to the incident, trying to understand what should have been done instead. Retrospectively, I believe that it helped me to reevaluate the role of therapeutic communication in my profession. Prior to the incident, I did not perceive preoccupation with patients’ emotional well-being as my duty as a nurse. I believed that administering medications and treatment, performing tests, recording medical history, educating patients, et cetera, was all that was required of me. Nevertheless, I did not fulfill another vital function in the described situation. To understand that a holistic approach to care presupposes therapeutic communication, I had to experience the case (2). As a nurse, showing empathy and consoling patients is a critical function that is sometimes overlooked. Furthermore, the incident demonstrates a lack of cooperation between the nursing staff and the team since communication was needed to ensure that the emotional impact of amputation on the patient was alleviated.

Some medical professionals find the process of delivering bad news challenging and feel psychologically unprepared (Van Keer et al., 2019). A lack of skills in this aspect can negatively affect patients: they might undergo extra stress, have lower psychological adjustment, and have worse health outcomes (Biazar et al., 2019; Matthews et al., 2019). Furthermore, the way the news is handled can impact patients’ understanding of the situation and adherence to treatment (Galehdar et al., 2020). Given the adverse effects, multiple protocols and approaches to communicating bad news and dealing with its consequences were developed. This situation is analyzed in detail in a ‘Gibbs Reflective Cycle example essay pdf’ that focuses on these communication challenges in healthcare.

In the patient- and family-centered approach, the process occurs based on the patient’s needs as well as their cultural and religious beliefs (Hagqvist et al., 2020). Upon communicating the information, a medical professional is supposed to assess their understanding and show empathy (Hagqvist et al., 2020). In an emotion-centered approach, a medical professional is supposed to embrace the sadness of the situation and build the patient-medical professional interaction on empathy and sympathy (Hagqvist et al., 2020). Yet, the patient- and family-centered approach seems more effective since excessive empathy can be counter-productive and impede information exchange.

Managing patients’ reactions is the final and particularly vital step in communicating bad news. Nurses are commonly involved in handling emotional responses, which entails several responsibilities:

Additional emotional support should be given to those who cannot accept the information (Galehdar et al., 2020).
Nurses can find more related information and share it with patients (Rathnayake et al., 2021).
Nurses are supposed to improve the situation if bad news has been delivered poorly (Dehghani et al., 2020).

In the case of amputation, heightened emotional attention should be given to the patient, as limb loss is a life-altering procedure. Such patients commonly undergo the five stages of grief (denial, anger, bargaining, depression, and acceptance) and are prone to developing anxiety, depression, and body image issues (Madsen et al., 2023). Hence, upon delivering the news regarding amputation, it is vital to provide a patient with community resources for dealing with emotional and psychological implications.

Currently, I understand more in-depth that delivering and handling the consequences of bad news is an inescapable reality of the nursing profession. The incident allowed me to notice the aspects of my professional development that necessitate more attention and improvement. Hence, I strive to be more empathetic in my clinical practice and not undervalue the role of patient-nurse communication. I attempt to provide psychological and emotional support to patients and console them to the best of my ability and knowledge, especially if a patient has just received traumatic news. Due to the incident, I comprehended better that a patient’s emotional well-being can be dependent on my actions. I also stopped presuming that other medical professionals provide the necessary emotional support. Moreover, I understand that I am not powerless when faced with a patient’s sorrow.

Consequently, I will not neglect the importance of patient-nurse communication for patients’ health outcomes and mental well-being. I will offer hope where it is appropriate and encourage and validate patients’ emotions to help them deal with traumatic information (Font-Jimenez et al., 2019). In the future, I will use verbal and non-verbal communication clues to show that I care and, generally, be more empathetic (Font-Jimenez et al., 2019). I will not prevent my insecurities from fulfilling my nursing duties, nor will I allow the feeling of hopelessness to affect my clinical practice. Furthermore, I will rely on evidence-based approaches to handle bad news effectively and facilitate its delivery to patients.

Additionally, I will be more mindful in my nursing practice. Gibb’s reflective cycle will assist me in attaining this objective. I will continue to apply it to the situations occurring at work in order to think systematically as well as analyze and evaluate them. Furthermore, Gibb’s reflective cycle will enhance my ability to learn from my experience. The model will help me to refine my communication skills and make patient-nurse interactions more intuitive and productive (Markkanen et al., 2020).

The situation allowed me to understand the actual value of therapeutic communication in nursing. Now, I understand the need to exercise it in my clinical practice, which is a realization that I further explored in a ‘Gibbs Reflective Cycle example essay pdf.’ Learning to provide emotional support and manage the consequences of bad news is an essential quality for nurses, influencing health outcomes and satisfaction from a visit. Additionally, I become more conscious of my own emotions and the way they can prevent me from acting in a patient’s best interests. Overall, the proper tactics of delivering bad news and assisting patients in handling them became a higher priority in my clinical practice.

To conclude, this reflection featured an episode from my practice in which I analyzed a communication situation using Gibbs’ Reflective Cycle. It showed that I need to concentrate on my abilities to resolve the communication dilemma of the delivery of bad news. The above discussion also demonstrated how the implementation of an appropriate and significant evidence-based model – Gibbs’ Reflective Cycle – may result in better patient outcomes.

Biazar, G., Delpasand, K., Farzi, F., Sedighinejad, A., Mirmansouri, A., & Atrkarroushan, Z. (2019). Breaking bad news: A valid concern among clinicians . Iranian Journal of Psychiatry, 14 (3), 198–202. Web.

Dehghani, F., Barkhordari-Sharifabad, M., Sedaghati-kasbakhi, M., & Fallahzadeh, H. (2020). Effect of palliative care training on perceived self-efficacy of the nurses . BMC Palliative Care, 19 , 63. Web.

Font-Jimenez, I., Ortega-Sanz, L., Acebedo-Uridales, M. S., Aguaron-Garcia, M. J., & de Molina-Fernández, I. (2019). Nurses’ emotions on care relationship: A qualitative study . Journal of Nursing Management, 28 (8), 2247-2256. Web.

Galehdar, N., Kamran, A., Toulabi, T., & Heydari, H. (2020). Exploring nurses’ experiences of psychological distress during care of patients with COVID-19: A qualitative study . BMC Psychiatry, 20 , 489. Web.

Hagqvist, P., Oikarainen, A., Tuomikoski, A.-M., Juntunen, J., & Mikkonen, K. (2020). Clinical mentors’ experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: A qualitative study . Nurse Education Today, 87 , 104348. Web.

Lotfi, M., Zamanzadeh, V., Valizadeh, L., & Khajehgoodari, M. (2019). Assessment of nurse–patient communication and patient satisfaction from nursing care . Nursing Open, 6 (3), 1189-1196. Web.

Madsen, R., Larsen, P., Carlsen, A. M. F., & Marcussen, J. (2023). Nursing care and nurses’ understandings of grief and bereavement among patients and families during cancer illness and death – A scoping review . European Journal of Oncology Nursing, 62 , 102260. Web.

Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting . Educational Research, 62 (1), 46-62. Web.

Matthews, T., Baken, D., Ross, K., Ogilvie, E., & Kent, L. (2019). The experiences of patients and their family members when receiving bad news about cancer: A qualitative meta-synthesis . Psycho-Oncology, 28 (12), 2286-2294. Web.

Rathnayake, S., Dasanayake, D., Maithreepala, S. D., Ekanayake, R., & Basnayake, P. L. (2021). Nurses’ perspectives of taking care of patients with Coronavirus disease 2019: A phenomenological study. PLoS ONE, 16 (9), e0257064

Van Keer, R. L., Deschepper, R., Huyghens, L., & Bilsen, J. (2019). Challenges in delivering bad news in a multi-ethnic intensive care unit: An ethnographic study . Patient Education and Counseling, 102 (12), 2199-2207. Web.

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Bibliography

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Essay on Importance of Communication for Students and Children

500+ words essay on importance of communication:.

Communication is one of the important tools that aid us to connect with people. Either you are a student or a working professional, good communication is something that will connect you far ahead. Proper communication can help you to solve a number of issues and resolve problems. This is the reason that one must know how to communicate well. The skills of communication essential to be developed so that you are able to interact with people. And able to share your thoughts and reach out to them. All this needs the correct guidance and self-analysis as well.

Meaning of Communication

The word communication is basically a process of interaction with the people and their environment . Through such type of interactions, two or more individuals influence the ideas, beliefs, and attitudes of each other.

Such interactions happen through the exchange of information through words, gestures, signs, symbols, and expressions. In organizations, communication is an endless process of giving and receiving information and to build social relationships.

Importance of Communication

Communication is not merely essential but the need of the hour. It allows you to get the trust of the people and at the same time carry better opportunities before you. Some important points are as follows –

Help to Build Relationships

No matter either you are studying or working, communication can aid you to build a relationship with the people. If you are studying you communicate with classmates and teachers to build a relationship with them. Likewise in offices and organizations too, you make relationships with the staff, your boss and other people around.

Improve the Working Environment

There are a number of issues which can be handled through the right and effective communication. Even planning needs communication both written as well as verbal. Hence it is essential to be good in them so as to fill in the communication gap.

Foster strong team

Communication helps to build a strong team environment in the office and other places. Any work which requires to be done in a team. It is only possible if the head communicates everything well and in the right direction.

Find the right solutions

Through communication, anyone can find solutions to even serious problems. When we talk, we get ideas from people that aid us to solve the issues. This is where communication comes into play. Powerful communication is the strength of any organization and can help it in many ways.

Earns more respect

If your communication skills are admirable, people will love and give you respect. If there is any problem, you will be the first person to be contacted. Thus it will increase your importance. Hence you can say that communications skills can make a big change to your reputation in society.

Get the huge list of more than 500 Essay Topics and Ideas

Don’t Go Overboard With Your Point

The conversation is about to express your thoughts. And to let the other person know what you feel. It is not mean to prove that your point is correct and the other person is wrong. Don’t Overboard other With Your Point.

Watch Your Words

Before you say something to Watch Your Words. At times, out of anger or anxiousness, we say somethings that we must not say. Whenever you are in a professional meeting or in some formal place, where there is a necessity of communicating about your product or work then it is advised to practice the same beforehand

Communication is the greatest importance. It is important to sharing out one’s thoughts and feelings to live a fuller and happier life. The more we communicate the less we suffer and the better we feel about everything around. However, it is all the more necessary to learn the art of effective communication to put across ones point well.

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Open access
Published: 26 August 2024

Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research

Elham Nasiri ORCID: orcid.org/0000-0002-0644-1646 1 &
Laleh Khojasteh ORCID: orcid.org/0000-0002-6393-2759 1

BMC Medical Education volume 24 , Article number: 925 ( 2024 ) Cite this article

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This study investigates the effectiveness of panel discussions, a specific interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, in English for Specific Purposes (ESP) courses for international medical students. This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and participating in panel discussions within an ESP setting. This qualitative study investigates the perceived advantages and disadvantages of these discussions from the perspectives of both panelists (medical students) and the audience (peers). Additionally, the study explores potential improvements based on insights from ESP instructors. Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both panelists and the audience. Panelists reported gains in personal and professional development, including honing critical thinking, communication, and presentation skills. The audience perceived these discussions as engaging learning experiences that fostered critical analysis and information synthesis. However, challenges such as academic workload and concerns about discussion quality were also identified. The study concludes that panel discussions, when implemented effectively, can be a valuable tool for enhancing critical thinking, communication skills, and subject matter knowledge in ESP courses for medical students. These skills are transferable and can benefit students in various academic and professional settings, including future participation in medical conferences. This research provides valuable insights for ESP instructors seeking to integrate panel discussions into their curriculum, ultimately improving student learning outcomes and preparing them for future success in professional communication.

Peer Review reports

Introduction

In the field of medical education, the acquisition and application of effective communication skills are crucial for medical students in today’s global healthcare environment [ 1 ]. This necessitates not only strong English language proficiency but also the ability to present complex medical information clearly and concisely to diverse audiences.

Language courses, especially English for Specific Purposes (ESP) courses for medical students, are highly relevant in today’s globalized healthcare environment [ 2 ]. In non-English speaking countries like Iran, these courses are particularly important as they go beyond mere language instruction to include the development of critical thinking, cultural competence, and professional communication skills [ 3 ]. Proficiency in English is crucial for accessing up-to-date research, participating in international conferences, and communicating with patients and colleagues from diverse backgrounds [ 4 ]. Additionally, ESP courses help medical students understand and use medical terminologies accurately, which is essential for reading technical articles, listening to audio presentations, and giving spoken presentations [ 5 ]. In countries where English is not the primary language, ESP courses ensure that medical professionals can stay current with global advancements and collaborate effectively on an international scale [ 6 ]. Furthermore, these courses support students who may seek to practice medicine abroad, enhancing their career opportunities and professional growth [ 7 ].

Moreover, ESP courses enable medical professionals to communicate effectively with international patients, which is crucial in multicultural societies and for medical tourism, ensuring that patient care is not compromised due to language barriers [ 8 ]. Many medical textbooks, journals, and online resources are available primarily in English, and ESP courses equip medical students with the necessary language skills to access and comprehend these resources, ensuring they are well-informed about the latest medical research and practices [ 9 ].

Additionally, many medical professionals from non-English speaking countries aim to take international certification exams, such as the USMLE or PLAB, which are conducted in English, and ESP courses prepare students for these exams by familiarizing them with the medical terminology and language used in these assessments [ 10 ]. ESP courses also contribute to the professional development of medical students by improving their ability to write research papers, case reports, and other academic documents in English, which is essential for publishing in international journals and contributing to global medical knowledge [ 11 ]. In the increasingly interdisciplinary field of healthcare, collaboration with professionals from other countries is common, and ESP courses facilitate effective communication and collaboration with international colleagues, fostering innovation and the exchange of ideas [ 12 ].

With the rise of telemedicine and online medical consultations, proficiency in English is essential for non-English speaking medical professionals to provide remote healthcare services to international patients, and ESP courses prepare students for these modern medical practices [ 13 ].

Finally, ESP courses often include training on cultural competence, which is crucial for understanding and respecting the cultural backgrounds of patients and colleagues, leading to more empathetic and effective patient care and professional interactions [ 14 ]. Many ESP programs for medical students incorporate group presentations as a vital component of their curriculum, recognizing the positive impact on developing these essential skills [ 15 ].

Group projects in language courses, particularly in ESP for medical students, are highly relevant for several reasons. They provide a collaborative environment that mimics real-world professional settings, where healthcare professionals often work in multidisciplinary teams [ 16 ]. These group activities foster not only language skills but also crucial soft skills such as teamwork, leadership, and interpersonal communication, which are essential in medical practice [ 17 ].

The benefits of group projects over individual projects in language learning are significant. Hartono, Mujiyanto [ 18 ] found that group presentation tasks in ESP courses led to higher self-efficacy development compared to individual tasks. Group projects encourage peer learning, where students can learn from each other’s strengths and compensate for individual weaknesses [ 19 ]. They also provide a supportive environment that can reduce anxiety and increase willingness to communicate in the target language [ 20 ]. However, it is important to note that group projects also come with challenges, such as social loafing and unequal contribution, which need to be managed effectively [ 21 ].

Traditional lecture-based teaching methods, while valuable for knowledge acquisition, may not effectively prepare medical students for the interactive and collaborative nature of real-world healthcare settings [ 22 ]. Panel discussions (hereafter PDs), an interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, are particularly relevant in this context. They simulate professional conference discussions and interdisciplinary team meetings, preparing students for future academic and clinical environments where such skills are crucial [ 23 ].

PDs, also known as moderated discussions or moderated panels, are a specific type of interactive format where a group of experts or stakeholders engage in a facilitated conversation on a particular topic or issue [ 22 ]. In this format, a moderator guides the discussion, encourages active participation from all panelists, and fosters a collaborative environment that promotes constructive dialogue and critical thinking [ 24 ]. The goal is to encourage audience engagement and participation, which can be achieved through various strategies such as asking open-ended questions, encouraging counterpoints and counterarguments, and providing opportunities for audience members to pose questions or share their own experiences [ 25 ]. These discussions can take place in-person or online, and can be designed to accommodate diverse audiences and settings [ 26 ].

In this study, PD is considered a speaking activity where medical students are assigned specific roles to play during the simulation, such as a physician, quality improvement specialist, policymaker, or patient advocate. By taking on these roles, students can gain a better understanding of the diverse perspectives and considerations that come into play in real-world healthcare discussions [ 23 ]. Simulating PDs within ESP courses can be a powerful tool for enhancing medical students’ learning outcomes in multiple areas. This approach improves language proficiency, academic skills, and critical thinking abilities, while also enabling students to communicate effectively with diverse stakeholders in the medical field [ 27 , 28 ].

Theoretical framework

The panel discussions in our study are grounded in the concept of authentic assessment (outlined by Villarroel, Bloxham [ 29 ]), which involves designing tasks that mirror real-life situations and problems. In the context of medical education, this approach is particularly relevant as it prepares students for the complex, multidisciplinary nature of healthcare communication. Realism can be achieved through two means: providing a realistic context that describes and delivers a frame for the problem to be solved and creating tasks that are similar to those faced in real and/or professional life [ 30 ]. In our study, the PDs provide a realistic context by simulating scenarios where medical students are required to discuss and present complex medical topics in a professional setting, mirroring the types of interactions they will encounter in their future careers.

The task of participating in PDs also involves cognitive challenge, as students are required to think critically about complex medical topics, analyze information, and communicate their findings effectively. This type of task aims to generate processes of problem-solving, application of knowledge, and decision-making that correspond to the development of cognitive and metacognitive skills [ 23 ]. For medical students, these skills are crucial in developing clinical reasoning and effective patient communication. The PDs encourage students to go beyond the textual reproduction of fragmented and low-order content and move towards understanding, establishing relationships between new ideas and previous knowledge, linking theoretical concepts with everyday experience, deriving conclusions from the analysis of data, and examining both the logic of the arguments present in the theory and its practical scope [ 24 , 25 , 27 ].

Furthermore, the evaluative judgment aspect of our study is critical in helping students develop criteria and standards about what a good performance means in medical communication. This involves students judging their own performance and regulating their own learning [ 31 ]. In the context of panel discussions, students reflect on their own work, compare it with desired standards, and seek feedback from peers and instructors. By doing so, students can develop a sense of what constitutes good performance in medical communication and what areas need improvement [ 32 ]. Boud, Lawson and Thompson [ 33 ] argue that students need to build a precise judgment about the quality of their work and calibrate these judgments in the light of evidence. This skill is particularly important for future medical professionals who will need to continually assess and improve their communication skills throughout their careers.

The theoretical framework presented above highlights the importance of authentic learning experiences in medical education. By drawing on the benefits of group work and panel discussions, university instructor-researchers aimed to provide medical students with a unique opportunity to engage with complex cases and develop their communication and collaboration skills. As noted by Suryanarayana [ 34 ], authentic learning experiences can lead to deeper learning and improved retention. Considering the advantages of group work in promoting collaborative problem-solving and language development, the instructor-researchers designed a panel discussion task that simulates real-world scenarios, where students can work together to analyze complex cases, share knowledge, and present their findings to a simulated audience.

While previous studies have highlighted the benefits of interactive learning experiences and critical thinking skills in medical education, a research gap remains in understanding how medical students perceive the relevance of PDs in ESP courses. This study aims to address this gap by investigating medical students’ perceptions of PD tasks in ESP courses and how these perceptions relate to their language proficiency, critical thinking skills, and ability to communicate effectively with diverse stakeholders in the medical field. This understanding can inform best practices in medical education, contributing to the development of more effective communication skills for future healthcare professionals worldwide [ 23 ]. The research questions guiding this study are:

What are the perceived advantages of PDs from the perspectives of panelists and the audience?

What are the perceived disadvantages of PDs from the perspectives of panelists and the audience?

How can PDs be improved for panelists and the audience based on the insights of ESP instructors?

Methodology

Aim and design.

For this study, a two-phase qualitative design was employed to gain an understanding of the advantages and disadvantages of PDs from the perspectives of both student panelists and the audience (Phase 1) and to acquire an in-depth understanding of the suggested strategies provided by experts to enhance PPs for future students (Phase 2).

Participants and context of the study

This study was conducted in two phases (Fig. 1 ) at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran.

Participants of the study in two phases

In the first phase, the student participants were 46 non-native speakers of English and international students who studied medicine at SUMS. Their demographic characteristics can be seen in Table 1 .

These students were purposefully selected because they were the only SUMS international students who had taken the ESP (English for Specific Purposes) course. The number of international students attending SUMS is indeed limited. Each year, a different batch of international students joins the university. They progress through a sequence of English courses, starting with General English 1 and 2, followed by the ESP course, and concluding with academic writing. At the time of data collection, the students included in the study were the only international students enrolled in the ESP course. This mandatory 3-unit course is designed to enhance their language and communication skills specifically tailored to their profession. As a part of the Medicine major curriculum, this course aims to improve their English language proficiency in areas relevant to medicine, such as understanding medical terminology, comprehending original medicine texts, discussing clinical cases, and communicating with patients, colleagues, and other healthcare professionals.

Throughout the course, students engage in various interactive activities, such as group discussions, role-playing exercises, and case studies, to develop their practical communication skills. In this course, medical students receive four marks out of 20 for their oral presentations, while the remaining marks are allocated to their written midterm and final exams. From the beginning of the course, they are briefed about PDs, and they are shown two YouTube-downloaded videos about PDs at medical conferences, a popular format for discussing and sharing knowledge, research findings, and expert opinions on various medical topics.

For the second phase of the study, a specific group of participants was purposefully selected. This group consisted of three faculty members from SUMS English department who had extensive experience attending numerous conferences at national and international levels, particularly in the medical field, as well as working as translators and interpreters in medical congresses. Over the course of ten years, they also gained considerable experience in PDs. They were invited to discuss strategies helpful for medical students with PDs.

Panel discussion activity design and implementation

When preparing for a PD session, medical students received comprehensive guidance on understanding the roles and responsibilities of each panel member. This guidance was aimed at ensuring that each participant was well-prepared and understood their specific role in the discussion.

Moderators should play a crucial role in steering the conversation. They are responsible for ensuring that all panelists have an opportunity to contribute and that the audience is engaged effectively. Specific tasks include preparing opening remarks, introducing panelists, and crafting transition questions to facilitate smooth topic transitions. The moderators should also manage the time to ensure balanced participation and encourage active audience involvement.

Panelists are expected to be subject matter experts who bring valuable insights and opinions to the discussion. They are advised to conduct thorough research on the topic and prepare concise talking points. Panelists are encouraged to draw from their medical knowledge and relevant experiences, share evidence-based information, and engage with other panelists’ points through active listening and thoughtful responses.

The audience plays an active role in the PDs. They are encouraged to participate by asking questions, sharing relevant experiences, and contributing to the dialogue. To facilitate this, students are advised to take notes during the discussion and think of questions or comments they can contribute during the Q&A segment.

For this special course, medical students were advised to choose topics either from their ESP textbook or consider current medical trends, emerging research, and pressing issues in their field. Examples included breast cancer, COVID-19, and controversies in gene therapy. The selection process involved brainstorming sessions and consultation with the course instructor to ensure relevance and appropriateness.

To accommodate the PD sessions within the course structure, students were allowed to start their PD sessions voluntarily from the second week. However, to maintain a balance between peer-led discussions and regular course content, only one PD was held weekly. This approach enabled the ESP lecturer to deliver comprehensive content while also allowing students to engage in these interactive sessions.

A basic time structure was suggested for each PD (Fig. 2 ):

Time allocation for panel discussion stages in minutes

To ensure the smooth running of the course and maintain momentum, students were informed that they could cancel their PD session only once. In such cases, they were required to notify the lecturer and other students via the class Telegram channel to facilitate rescheduling and minimize disruptions. This provision was essential in promoting a sense of community among students and maintaining the course’s continuity.

Research tools and data collection

The study utilized various tools to gather and analyze data from participants and experts, ensuring a comprehensive understanding of the research topic.

Reflection papers

In Phase 1 of the study, 46 medical students detailed their perceptions of the advantages and disadvantages of panel discussions from dual perspectives: as panelists (presenters) and as audience members (peers).

Participants were given clear instructions and a 45-minute time frame to complete the reflection task. With approximately 80% of the international language students being native English speakers and the rest fluent in English, the researchers deemed this time allocation reasonable. The questions and instructions were straightforward, facilitating quick comprehension. It was estimated that native English speakers would need about 30 min to complete the task, while non-native speakers might require an extra 15 min for clarity and expression. This time frame aimed to allow students to respond thoughtfully without feeling rushed. Additionally, students could request more time if needed.

Focus group discussion

In phase 2 of the study, a focus group discussion was conducted with three expert participants. The purpose of the focus group was to gather insights from expert participants, specifically ESP (English for Specific Purposes) instructors, on how presentation dynamics can be improved for both panelists and the audience.

According to Colton and Covert [ 35 ], focus groups are useful for obtaining detailed input from experts. The appropriate size of a focus group is determined by the study’s scope and available resources [ 36 ]. Morgan [ 37 ] suggests that small focus groups are suitable for complex topics where specialist participants might feel frustrated if not allowed to express themselves fully.

The choice of a focus group over individual interviews was based on several factors. First, the exploratory nature of the study made focus groups ideal for interactive discussions, generating new ideas and in-depth insights [ 36 ]. Second, while focus groups usually involve larger groups, they can effectively accommodate a limited number of experts with extensive knowledge [ 37 ]. Third, the focus group format fostered a more open environment for idea exchange, allowing participants to engage dynamically [ 36 ]. Lastly, conducting a focus group was more time- and resource-efficient than scheduling three separate interviews [ 36 ].

Data analysis

The first phase of the study involved a thorough examination of the data related to the research inquiries using thematic analysis. This method was chosen for its effectiveness in uncovering latent patterns from a bottom-up perspective, facilitating a comprehensive understanding of complex educational phenomena [ 38 ]. The researchers first familiarized themselves with the data by repeatedly reviewing the reflection papers written by the medical students. Next, an initial round of coding was independently conducted to identify significant data segments and generate preliminary codes that reflected the students’ perceptions of the advantages and disadvantages of presentation dynamics PDs from both the presenter and audience viewpoints [ 38 ].

The analysis of the reflection papers began with the two researchers coding a subset of five papers independently, adhering to a structured qualitative coding protocol [ 39 ]. They convened afterward to compare their initial codes and address any discrepancies. Through discussion, they reached an agreement on the codes, which were then analyzed, organized into categories and themes, and the frequency of each code was recorded [ 38 ].

After coding the initial five papers, the researchers continued to code the remaining 41 reflection paper transcripts in batches of ten, meeting after each batch to review their coding, resolve any inconsistencies, and refine the coding framework as needed. This iterative process, characterized by independent coding, joint reviews, and consensus-building, helped the researchers establish a robust and reliable coding approach consistently applied to the complete dataset [ 40 ]. Once all 46 reflection paper transcripts were coded, the researchers conducted a final review and discussion to ensure accurate analysis. They extracted relevant excerpts corresponding to the identified themes and sub-themes from the transcripts to provide detailed explanations and support for their findings [ 38 ]. This multi-step approach of separate initial coding, collaborative review, and frequency analysis enhanced the credibility and transparency of the qualitative data analysis.

To ensure the trustworthiness of the data collected in this study, the researchers adhered to the Guba and Lincoln standards of scientific accuracy in qualitative research, which encompass credibility, confirmability, dependability, and transferability [ 41 ] (Table 2 ).

The analysis of the focus group data obtained from experts followed the same rigorous procedure applied to the student participants’ data. Thematic analysis was employed to examine the experts’ perspectives, maintaining consistency in the analytical approach across both phases of the study. The researchers familiarized themselves with the focus group transcript, conducted independent preliminary coding, and then collaboratively refined the codes. These codes were subsequently organized into categories and themes, with the frequency of each code recorded. The researchers engaged in thorough discussions to ensure agreement on the final themes and sub-themes. Relevant excerpts from the focus group transcript were extracted to provide rich, detailed explanations of each theme, thereby ensuring a comprehensive and accurate analysis of the experts’ insights.

1. What are the advantages of PDs from the perspective of panelists and the audience?

The analysis of the advantages of PDs from the perspectives of both panelists and audience members revealed several key themes and categories. Tables 2 and 3 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table 3 ), the overarching theme was “Personal and Professional Development.” The most frequently reported advantage was knowledge sharing (93.5%), followed closely by increased confidence (91.3%) and the importance of interaction in presentations (91.3%).

Notably, all categories within this theme had at least one code mentioned by over 80% of participants, indicating a broad range of perceived benefits. The category of “Effective teamwork and communication” was particularly prominent, with collaboration (89.1%) and knowledge sharing (93.5%) being among the most frequently cited advantages. This suggests that PDs are perceived as valuable tools for fostering interpersonal skills and collective learning. In the “Language mastery” category, increased confidence (91.3%) and better retention of key concepts (87.0%) were highlighted, indicating that PDs are seen as effective for both language and content learning.

The audience perspective (Table 4 ), encapsulated under the theme “Enriching Learning Experience,” showed similarly high frequencies across all categories.

The most frequently mentioned advantage was exposure to diverse speakers (93.5%), closely followed by the range of topics covered (91.3%) and increased audience interest (91.3%). The “Broadening perspectives” category was particularly rich, with all codes mentioned by over 70% of participants. This suggests that audience members perceive PDs as valuable opportunities for expanding their knowledge and viewpoints. In the “Language practice” category, the opportunity to practice language skills (89.1%) was the most frequently cited advantage, indicating that even as audience members, students perceive significant language learning benefits.

Comparing the two perspectives reveals several interesting patterns:

High overall engagement: Both panelists and audience members reported high frequencies across all categories, suggesting that PDs are perceived as beneficial regardless of the role played.

Language benefits: While panelists emphasized increased confidence (91.3%) and better retention of concepts (87.0%), audience members highlighted opportunities for language practice (89.1%). This indicates that PDs offer complementary language learning benefits for both roles.

Interactive learning: The importance of interaction was highly rated by panelists (91.3%), while increased audience interest was similarly valued by the audience (91.3%). This suggests that PDs are perceived as an engaging, interactive learning method from both perspectives.

Professional development: Panelists uniquely emphasized professional growth aspects such as experiential learning (84.8%) and real-world application (80.4%). These were not directly mirrored in the audience perspective, suggesting that active participation in PDs may offer additional professional development benefits.

Broadening horizons: Both groups highly valued the diversity aspect of PDs. Panelists appreciated diversity and open-mindedness (80.4%), while audience members valued diverse speakers (93.5%) and a range of topics (91.3%).

2. What are the disadvantages of PDs from the perspective of panelists and the audience?

The analysis of the disadvantages of panel discussions (PDs) from the perspectives of both panelists and audience members revealed several key themes and categories. Tables 4 and 5 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table 5 ), the theme “Drawbacks of PDs” was divided into two main categories: “Academic Workload Challenges” and “Coordination Challenges.” The most frequently reported disadvantage was long preparation (87.0%), followed by significant practice needed (82.6%) and the time-consuming nature of PDs (80.4%). These findings suggest that the primary concern for panelists is the additional workload that PDs impose on their already demanding academic schedules. The “Coordination Challenges” category, while less prominent than workload issues, still presented significant concerns. Diverse panel skills (78.3%) and finding suitable panelists (73.9%) were the most frequently cited issues in this category, indicating that team dynamics and composition are notable challenges for panelists.

The audience perspective (Table 6 ), encapsulated under the theme “Drawbacks of PDs,” was divided into two main categories: “Time-related Issues” and “Interaction and Engagement Issues.” In the “Time-related Issues” category, the most frequently mentioned disadvantage was the inefficient use of time (65.2%), followed by the perception of PDs as too long and boring (60.9%). Notably, 56.5% of respondents found PDs stressful due to overwhelming workload from other studies, and 52.2% considered them not very useful during exam time. The “Interaction and Engagement Issues” category revealed more diverse concerns. The most frequently mentioned disadvantage was the repetitive format (82.6%), followed by limited engagement with the audience (78.3%) and the perception of PDs as boring (73.9%). The audience also noted issues related to the panelists’ preparation and coordination, such as “Not practiced and natural” (67.4%) and “Coordination and Interaction Issues” (71.7%), suggesting that the challenges faced by panelists directly impact the audience’s experience.

Workload concerns: Both panelists and audience members highlighted time-related issues. For panelists, this manifested as long preparation times (87.0%) and difficulty balancing with other studies (76.1%). For the audience, it appeared as perceptions of inefficient use of time (65.2%) and stress due to overwhelming workload from other studies (56.5%).

Engagement issues: While panelists focused on preparation and coordination challenges, the audience emphasized the quality of the discussion and engagement. This suggests a potential mismatch between the efforts of panelists and the expectations of the audience.

Boredom and repetition: The audience frequently mentioned boredom (73.9%) and repetitive format (82.6%) as issues, which weren’t directly mirrored in the panelists’ responses. This indicates that while panelists may be focused on content preparation, the audience is more concerned with the delivery and variety of the presentation format.

Coordination challenges: Both groups noted coordination issues, but from different perspectives. Panelists struggled with team dynamics and finding suitable co-presenters, while the audience observed these challenges manifesting as unnatural or unpracticed presentations.

Academic pressure: Both groups acknowledged the strain PDs put on their academic lives, with panelists viewing it as a burden (65.2%) and the audience finding it less useful during exam times (52.2%).

3. How can PDs be improved for panelists and the audience from the experts’ point of view?

The presentation of data for this research question differs from the previous two due to the unique nature of the information gathered. Unlike the quantifiable student responses in earlier questions, this data stems from expert opinions and a reflection discussion session, focusing on qualitative recommendations for improvement rather than frequency of responses (Braun & Clarke, 2006). The complexity and interconnectedness of expert suggestions, coupled with the integration of supporting literature, necessitate a more narrative approach (Creswell & Poth, 2018). This format allows for a richer exploration of the context behind each recommendation and its potential implications (Patton, 2015). Furthermore, the exploratory nature of this question, aimed at generating ideas for improvement rather than measuring prevalence of opinions, is better served by a detailed, descriptive presentation (Merriam & Tisdell, 2016). This approach enables a more nuanced understanding of how PDs can be enhanced, aligning closely with the “how” nature of the research question and providing valuable insights for potential implementation (Yin, 2018).

The experts provided several suggestions to address the challenges faced by students in panel discussions (PDs) and improve the experience for both panelists and the audience. Their recommendations focused on six key areas: time management and workload, preparation and skill development, engagement and interactivity, technological integration, collaboration and communication, and institutional support.

To address the issue of time management and heavy workload, one expert suggested teaching students to “ break down the task to tackle the time-consuming nature of panel discussions and balance it with other studies .” This approach aims to help students manage the extensive preparation time required for PDs without compromising their other academic responsibilities. Another expert emphasized “ enhancing medical students’ abilities to prioritize tasks , allocate resources efficiently , and optimize their workflow to achieve their goals effectively .” These skills were seen as crucial not only for PD preparation but also for overall academic success and future professional practice.

Recognizing the challenges of long preparation times and the perception of PDs being burdensome, an expert proposed “ the implementation of interactive training sessions for panelists .” These sessions were suggested to enhance coordination skills and improve the ability of group presenters to engage with the audience effectively. The expert emphasized that such training could help students view PDs as valuable learning experiences rather than additional burdens, potentially increasing their motivation and engagement in the process.

To combat issues of limited engagement and perceived boredom, experts recommended increasing engagement opportunities for the audience through interactive elements like audience participation and group discussions. They suggested that this could transform PDs from passive listening experiences to active learning opportunities. One expert suggested “ optimizing time management and restructuring the format of panel discussions ” to address inefficiency during sessions. This restructuring could involve shorter presentation segments interspersed with interactive elements to maintain audience attention and engagement.

An innovative solution proposed by one expert was “ using ChatGPT to prepare for PDs by streamlining scenario presentation preparation and role allocation. ” The experts collectively discussed the potential of AI to assist medical students in reducing their workload and saving time in preparing scenario presentations and allocating roles in panel discussions. They noted that AI could help generate initial content drafts, suggest role distributions based on individual strengths, and even provide practice questions for panelists, significantly reducing preparation time while maintaining quality.

Two experts emphasized the importance of enhancing collaboration and communication among panelists to address issues related to diverse panel skills and coordination challenges. They suggested establishing clear communication channels and guidelines to improve coordination and ensure a cohesive presentation. This could involve creating structured team roles, setting clear expectations for each panelist, and implementing regular check-ins during the preparation process to ensure all team members are aligned and progressing.

All experts were in agreement that improving PDs would not be possible “ if nothing is done by the university administration to reduce the ESP class size for international students .” They believed that large class sizes in ESP or EFL classes could negatively influence group oral presentations, hindering language development and leading to uneven participation. The experts suggested that smaller class sizes would allow for more individualized attention, increased speaking opportunities for each student, and more effective feedback mechanisms, all of which are crucial for developing strong presentation skills in a second language.

Research question 1: what are the advantages of PDs from the perspective of panelists and the audience?

The results of this study reveal significant advantages of PDs for both panelists and audience members in the context of medical education. These findings align with and expand upon previous research in the field of educational presentations and language learning.

Personal and professional development for panelists

The high frequency of reported benefits in the “Personal and Professional Development” theme for panelists aligns with several previous studies. The emphasis on language mastery, particularly increased confidence (91.3%) and better retention of key concepts (87.0%), supports the findings of Hartono, Mujiyanto [ 42 ], Gedamu and Gezahegn [ 15 ], Li [ 43 ], who all highlighted the importance of language practice in English oral presentations. However, our results show a more comprehensive range of benefits, including professional growth aspects like experiential learning (84.8%) and real-world application (80.4%), which were not as prominently featured in these earlier studies.

Interestingly, our findings partially contrast with Chou [ 44 ] study, which found that while group oral presentations had the greatest influence on improving students’ speaking ability, individual presentations led to more frequent use of metacognitive, retrieval, and rehearsal strategies. Our results suggest that PDs, despite being group activities, still provide significant benefits in these areas, possibly due to the collaborative nature of preparation and the individual responsibility each panelist bears. The high frequency of knowledge sharing (93.5%) and collaboration (89.1%) in our study supports Harris, Jones and Huffman [ 45 ] emphasis on the importance of group dynamics and varied perspectives in educational settings. However, our study provides more quantitative evidence for these benefits in the specific context of PDs.

Enriching learning experience for the audience

The audience perspective in our study reveals a rich learning experience, with high frequencies across all categories. This aligns with Agustina [ 46 ] findings in business English classes, where presentations led to improvements in all four language skills. However, our study extends these findings by demonstrating that even passive participation as an audience member can lead to significant perceived benefits in language practice (89.1%) and broadening perspectives (93.5% for diverse speakers). The high value placed on diverse speakers (93.5%) and range of topics (91.3%) by the audience supports the notion of PDs as a tool for expanding knowledge and viewpoints. This aligns with the concept of situated learning experiences leading to deeper understanding in EFL classes, as suggested by Li [ 43 ] and others [ 18 , 31 ]. However, our study provides more specific evidence for how this occurs in the context of PDs.

Interactive learning and engagement

Both panelists and audience members in our study highly valued the interactive aspects of PDs, with the importance of interaction rated at 91.3% by panelists and increased audience interest at 91.3% by the audience. This strong emphasis on interactivity aligns with Azizi and Farid Khafaga [ 19 ] study on the benefits of dynamic assessment and dialogic learning contexts. However, our study provides more detailed insights into how this interactivity is perceived and valued by both presenters and audience members in PDs.

Professional growth and real-world application

The emphasis on professional growth through PDs, particularly for panelists, supports Li’s [ 43 ] assertion about the power of oral presentations as situated learning experiences. Our findings provide more specific evidence for how PDs contribute to professional development, with high frequencies reported for experiential learning (84.8%) and real-world application (80.4%). This suggests that PDs may be particularly effective in bridging the gap between academic learning and professional practice in medical education.

Research question 2: what are the disadvantages of pds from the perspective of panelists and the audience?

Academic workload challenges for panelists.

The high frequency of reported challenges in the “Academic Workload Challenges” category for panelists aligns with several previous studies in medical education [ 47 , 48 , 49 ]. The emphasis on long preparation (87.0%), significant practice needed (82.6%), and the time-consuming nature of PDs (80.4%) supports the findings of Johnson et al. [ 24 ], who noted that while learners appreciate debate-style journal clubs in health professional education, they require additional time commitment. This is further corroborated by Nowak, Speed and Vuk [ 50 ], who found that intensive learning activities in medical education, while beneficial, can be time-consuming for students.

Perceived value of pds relative to time investment

While a significant portion of the audience (65.2%) perceived PDs as an inefficient use of time, the high frequency of engagement-related concerns (82.6% for repetitive format, 78.3% for limited engagement) suggests that the perceived lack of value may be more closely tied to the quality of the experience rather than just the time investment. This aligns with Dyhrberg O’Neill [ 27 ] findings on debate-based oral exams, where students perceived value despite the time-intensive nature of the activity. However, our results indicate a more pronounced concern about the return on time investment in PDs. This discrepancy might be addressed through innovative approaches to PD design and implementation, such as those proposed by Almazyad et al. [ 22 ], who suggested using AI tools to enhance expert panel discussions and potentially improve efficiency.

Coordination challenges for panelists

The challenges related to coordination in medical education, such as diverse panel skills (78.3%) and finding suitable panelists (73.9%), align with previous research on teamwork in higher education [ 21 ]. Our findings support the concept of the free-rider effect discussed by Hall and Buzwell [ 21 ], who explored reasons for non-contribution in group projects beyond social loafing. This is further elaborated by Mehmood, Memon and Ali [ 51 ], who proposed that individuals may not contribute their fair share due to various factors including poor communication skills or language barriers, which is particularly relevant in medical education where clear communication is crucial [ 52 ]. Comparing our results to other collaborative learning contexts in medical education, Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] measured teamwork competence development in a multidisciplinary project-based learning environment. They found that while teamwork skills improved over time, initial coordination challenges were significant. This aligns with our findings on the difficulties of coordinating diverse panel skills and opinions in medical education settings.

Our results also resonate with Chou’s [ 44 ] study comparing group and individual oral presentations, which found that group presenters often had a limited understanding of the overall content. This is supported by Wilson, Ho and Brookes [ 54 ], who examined student perceptions of teamwork in undergraduate science degrees, highlighting the challenges and benefits of collaborative work, which are equally applicable in medical education [ 52 ].

Quality of discussions and perception for the audience

The audience perspective in our study reveals significant concerns about the quality and engagement of PDs in medical education. The high frequency of issues such as repetitive format (82.6%) and limited engagement with the audience (78.3%) aligns with Parmar and Bickmore [ 55 ] findings on the importance of addressing individual audience members and gathering feedback. This is further supported by Nurakhir et al. [ 25 ], who explored students’ views on classroom debates as a strategy to enhance critical thinking and oral communication skills in nursing education, which shares similarities with medical education. Comparing our results to other interactive learning methods in medical education, Jones et al. [ 26 ] reviewed the use of journal clubs and book clubs in pharmacy education. They found that while these methods enhanced engagement, they also faced challenges in maintaining student interest over time, similar to the boredom issues reported in our study of PDs in medical education. The perception of PDs as boring (73.9%) and not very useful during exam time (52.2%) supports previous research on the stress and pressure experienced by medical students [ 48 , 49 ]. Grieve et al. [ 20 ] specifically examined student fears of oral presentations and public speaking in higher education, which provides context for the anxiety and disengagement observed in our study of medical education. Interestingly, Bhuvaneshwari et al. [ 23 ] found positive impacts of panel discussions in educating medical students on specific modules. This contrasts with our findings and suggests that the effectiveness of PDs in medical education may vary depending on the specific context and implementation.

Comparative analysis and future directions

Our study provides a unique comparative analysis of the challenges faced by both panelists and audience members in medical education. The alignment of concerns around workload and time management between the two groups suggests that these are overarching issues in the implementation of PDs in medical curricula. This is consistent with the findings of Pasandín et al. [ 56 ], who examined cooperative oral presentations in higher education and their impact on both technical and soft skills, which are crucial in medical education [ 52 ]. The mismatch between panelist efforts and audience expectations revealed in our study is a novel finding that warrants further investigation in medical education. This disparity could be related to the self-efficacy beliefs of presenters, as explored by Gedamu and Gezahegn [ 15 ] in their study of TEFL trainees’ attitudes towards academic oral presentations, which may have parallels in medical education. Looking forward, innovative approaches could address some of the challenges identified in medical education. Almazyad et al. [ 22 ] proposed using AI tools like ChatGPT to enhance expert panel discussions in pediatric palliative care, which could potentially address some of the preparation and engagement issues identified in our study of medical education. Additionally, Ragupathi and Lee [ 57 ] discussed the role of rubrics in higher education, which could provide clearer expectations and feedback for both panelists and audience members in PDs within medical education.

Research question 3: how can PDs be improved for panelists and the audience from the experts’ point of view?

The expert suggestions for improving PDs address several key challenges identified in previous research on academic presentations and student workload management. These recommendations align with current trends in educational technology and pedagogical approaches, while also considering the unique needs of medical students.

The emphasis on time management and workload reduction strategies echoes findings from previous studies on medical student stress and academic performance. Nowak, Speed and Vuk [ 50 ] found that medical students often struggle with the fast-paced nature of their courses, which can lead to reduced motivation and superficial learning approaches. The experts’ suggestions for task breakdown and prioritization align with Rabbi and Islam [ 58 ] recommendations for reducing workload stress through effective assignment prioritization. Additionally, Popa et al. [ 59 ] highlight the importance of acceptance and planning in stress management for medical students, supporting the experts’ focus on these areas.

The proposed implementation of interactive training sessions for panelists addresses the need for enhanced presentation skills in professional contexts, a concern highlighted by several researchers [ 17 , 60 ]. This aligns with Grieve et al. [ 20 ] findings on student fears of oral presentations and public speaking in higher education, emphasizing the need for targeted training. The focus on interactive elements and audience engagement also reflects current trends in active learning pedagogies, as demonstrated by Pasandín et al. [ 56 ] in their study on cooperative oral presentations in engineering education.

The innovative suggestion to use AI tools like ChatGPT for PD preparation represents a novel approach to leveraging technology in education. This aligns with recent research on the potential of AI in scientific research, such as the study by Almazyad et al. [ 22 ], which highlighted the benefits of AI in supporting various educational tasks. However, it is important to consider potential ethical implications and ensure that AI use complements rather than replaces critical thinking and creativity.

The experts’ emphasis on enhancing collaboration and communication among panelists addresses issues identified in previous research on teamwork in higher education. Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] noted the importance of measuring teamwork competence development in project-based learning environments. The suggested strategies for improving coordination align with best practices in collaborative learning, as demonstrated by Romero-Yesa et al. [ 61 ] in their qualitative assessment of challenge-based learning and teamwork in electronics programs.

The unanimous agreement on the need to reduce ESP class sizes for international students reflects ongoing concerns about the impact of large classes on language learning and student engagement. This aligns with research by Li [ 3 ] on issues in developing EFL learners’ oral English communication skills. Bosco et al. [ 62 ] further highlight the challenges of teaching and learning ESP in mixed classes, supporting the experts’ recommendation for smaller class sizes. Qiao, Xu and bin Ahmad [ 63 ] also emphasize the implementation challenges for ESP formative assessment in large classes, further justifying the need for reduced class sizes.

These expert recommendations provide a comprehensive approach to improving PDs, addressing not only the immediate challenges of preparation and delivery but also broader issues of student engagement, workload management, and institutional support. By implementing these suggestions, universities could potentially transform PDs from perceived burdens into valuable learning experiences that enhance both academic and professional skills. This aligns with Kho and Ting [ 64 ] systematic review on overcoming oral presentation anxiety among tertiary ESL/EFL students, which emphasizes the importance of addressing both challenges and strategies in improving presentation skills.

This study has shed light on the complex challenges associated with PDs in medical education, revealing a nuanced interplay between the experiences of panelists and audience members. The findings underscore the need for a holistic approach to implementing PDs that addresses both the academic workload concerns and the quality of engagement.

Our findings both support and extend previous research on the challenges of oral presentations and group work in medical education settings. The high frequencies of perceived challenges across multiple categories for both panelists and audience members suggest that while PDs may offer benefits, they also present significant obstacles that need to be addressed in medical education. These results highlight the need for careful consideration in the implementation of PDs in medical education, with particular attention to workload management, coordination strategies, and audience engagement techniques. Future research could focus on developing and testing interventions to mitigate these challenges while preserving the potential benefits of PDs in medical education.

Moving forward, medical educators should consider innovative approaches to mitigate these challenges. This may include:

Integrating time management and stress coping strategies into the PD preparation process [ 59 ].

Exploring the use of AI tools to streamline preparation and enhance engagement [ 22 ].

Developing clear rubrics and expectations for both panelists and audience members [ 57 ].

Incorporating interactive elements to maintain audience interest and participation [ 25 ].

Limitations and future research

One limitation of this study is that it focused on a specific population of medical students, which may limit the generalizability of the findings to other student populations. Additionally, the study relied on self-report data from panelists and audience members, which may introduce bias and affect the validity of the results. Future research could explore the effectiveness of PDs in different educational contexts and student populations to provide a more comprehensive understanding of the benefits and challenges of panel discussions.

Future research should focus on evaluating the effectiveness of these interventions and exploring how PDs can be tailored to the unique demands of medical education. By addressing the identified challenges, PDs have the potential to become a more valuable and engaging component of medical curricula, fostering both academic and professional development. Ultimately, the goal should be to transform PDs from perceived burdens into opportunities for meaningful learning and skill development, aligning with the evolving needs of medical education in the 21st century.

Future research could also examine the long-term impact of PDs on panelists’ language skills, teamwork, and communication abilities. Additionally, exploring the effectiveness of different training methods and tools, such as AI technology, in improving coordination skills and reducing workload stress for panelists could provide valuable insights for educators and administrators. Further research could also investigate the role of class size and audience engagement in enhancing the overall effectiveness of PDs in higher education settings. By addressing these gaps in the literature, future research can contribute to the ongoing development and improvement of PDs as a valuable learning tool for students in higher education.

However, it is important to note that implementing these changes may require significant institutional resources and a shift in pedagogical approaches. Future research could focus on piloting these recommendations and evaluating their effectiveness in improving student outcomes and experiences with PDs.

Data availability

We confirm that the data supporting the findings are available within this article. Raw data supporting this study’s findings are available from the corresponding author, upon request.

Abbreviations

Artificial Intelligence

English as a Foreign Language

English for Specific Purposes

Panel Discussion

Shiraz University of Medical Sciences

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Published: 27 August 2024

Harnessing forward multiple scattering for optical imaging deep inside an opaque medium

Ulysse Najar ORCID: orcid.org/0000-0001-9675-5827 1 ,
Victor Barolle ORCID: orcid.org/0000-0002-5048-8097 1 ,
Paul Balondrade 1 ,
Mathias Fink ORCID: orcid.org/0000-0002-8494-7562 1 ,
Claude Boccara 1 &
Alexandre Aubry ORCID: orcid.org/0000-0003-3326-3336 1

Nature Communications volume 15 , Article number: 7349 ( 2024 ) Cite this article

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Adaptive optics
Imaging and sensing

As light travels through a disordered medium such as biological tissues, it undergoes multiple scattering events. This phenomenon is detrimental to in-depth optical microscopy, as it causes a drastic degradation of contrast, resolution and brightness of the resulting image beyond a few scattering mean free paths. However, the information about the inner reflectivity of the sample is not lost; only scrambled. To recover this information, a matrix approach of optical imaging can be fruitful. Here, we report on a de-scanned measurement of a high-dimension reflection matrix R via low coherence interferometry. Then, we show how a set of independent focusing laws can be extracted for each medium voxel through an iterative multi-scale analysis of wave distortions contained in R . It enables an optimal and local compensation of forward multiple scattering paths and provides a three-dimensional confocal image of the sample as the latter one had become digitally transparent. The proof-of-concept experiment is performed on a human opaque cornea and an extension of the penetration depth by a factor five is demonstrated compared to the state-of-the-art.

On the inverse problem in optical coherence tomography

Non-invasive focusing and imaging in scattering media with a fluorescence-based transmission matrix

Tracing multiple scattering trajectories for deep optical imaging in scattering media

Introduction.

Multiple scattering of waves concerns many domains of physics, ranging from optics or acoustics to solid-state physics, seismology, medical imaging, or telecommunications. In an inhomogeneous medium where the refractive index n depends on the spatial coordinates r , several physical parameters are relevant to characterize wave propagation: (i) the scattering mean free path ℓ s , which is the average distance between two successive scattering events; (ii) the transport mean free path ℓ t , which is the distance after which the wave has lost the memory of its initial direction. For a penetration depth z smaller than ℓ s , ballistic light is predominant and standard focusing methods can be employed; for z > ℓ s , multiple scattering events result in a gradual randomization of the propagation direction before reaching the diffusive regime for z > ℓ t . Although it gives rise to fascinating interference phenomena such as perfect transmission 1 , 2 or Anderson localization 3 , 4 , multiple scattering still represents a major obstacle to deep imaging and focusing of light inside complex media 5 , 6 .

To cope with the fundamental issue of multiple scattering, several approaches have been proposed to enhance the single scattering contribution drowned into a predominant diffuse background 5 , 7 , 8 . One solution is to perform a confocal discrimination and coherent time gating of singly-scattered photons by means of interferometry. This is the principle of optical coherence tomography 9 , equivalent to ultrasound imaging for light. Nevertheless, a lot of photons associated with distorted trajectories are rejected by the confocal filter while they still contain a coherent information on the medium reflectivity. Originally developed in astronomy 10 , adaptive optics (AO) has been transposed to optical microscopy in order to address this issue 11 . Nevertheless, it only compensates for low-order aberrations induced by long-scale fluctuations of the optical index and does not address high-order aberrations generated by forward multiple scattering events. To circumvent the latter problem, one has to go beyond a confocal scheme and investigate the cross-talk between the pixels of the image. This is the principle of matrix imaging in which the relation between input and output wave-fields is investigated under a matrix formalism.

While a subsequent amount of work has considered the transmission matrix T for optimizing wave control and focusing through complex media 12 , 13 , 14 , 15 , 16 , 17 , this configuration is not the most relevant for imaging purposes since only one side of the medium is accessible for most in-vivo applications. Moreover, in all the aforementioned works, the scattering medium is usually considered as a black box, while imaging requires to open it. To that aim, a reflection matrix approach of wave imaging (RMI) has been developed for the last few years 18 , 19 , 20 , 21 . The objective is to determine, from the reflection matrix R , the T -matrix between sensors outside the medium and voxels mapping the sample 22 . Proof-of-concept studies have reported penetration depths ranging from 7 ℓ s 23 to 10 ℓ s 19 but the object to image was a resolution target whose strong reflectivity artificially extends the penetration depth by several ℓ s compared with direct tissue imaging 8 . Follow-up studies also considered the imaging of highly reflecting structures (e.g. myelin fibers) through an aberrating layer (e.g mouse skull) 20 , in a wavelength range that limits scattering and aberration from tissues 24 . On the contrary, here, we want to address the extremely challenging case of three-dimensional imaging of biological tissues themselves (cells, collagen, extracellular matrix etc.) at large penetration depth ( z ~ 10 ℓ s ), regime in which aberration and scattering effects are spatially-distributed over multiple length-scales.

Inspired by previous works 25 , 26 , full-field optical coherence tomography (FFOCT) 27 , 28 will be used here to record the R − matrix. In FFOCT, the incident wave-field is temporally- and spatially-incoherent. It enables, by means of low coherence interferometry, a parallel acquisition of a time-gated confocal image 29 at a much better signal-to-noise ratio than a traditional point scanning scheme for equal measurement time and power 30 . By splitting the incident wave-field into two laterally-shifted components, a de-scanned measurement of R can be performed without a tedious raster scanning of the field-of-view 20 .

Another advantage of the de-scanned basis is the direct access to the distortion matrix D through a Fourier transform. This matrix basically connects any focusing point with the distorted part of the associated reflected wavefront 19 , 21 . A multi-scale analysis of D is here proposed to estimate the forward multiple scattering component of the T -matrix at an unprecedented spatial resolution ( ~ 6 μ m). Once the latter matrix is known, one can actually unscramble, in post-processing, all wave distortions and multiple scattering events undergone by the incident and reflected waves for each voxel. A three-dimensional confocal image of the medium can then be retrieved as if the medium had been made digitally transparent.

The experimental proof-of-concept presented in this paper is performed on a human ex-vivo cornea that we chose deliberately to be extremely opaque. Its overall thickness is of 10 ℓ s . FFOCT shows an imaging depth limit of 2 ℓ s due to aberration and scattering. Strikingly, RMI enables to recover a full 3D image of the cornea at a resolution close to λ /4 ( ~ 230 nm) and a penetration depth enhanced by, at least, a factor five.

Measuring a de-scan reflection matrix

Our approach is based on a de-scanned measurement of the time-gated reflection matrix R from the scattering sample. Inspired by time-domain FFOCT 27 , 28 , the corresponding set up is displayed in Fig. 1 a. It consists in a Michelson interferometer with microscope objectives in both arms (Fig. 1 a). In the first arm, a reference mirror is placed in the focal plane of a microscope objective (MO). The second arm contains the scattering sample to be imaged. Because of the broad spectrum of the incident light, interferences occur between the two arms provided that the optical path difference through the interferometer is close to zero. The length of the reference arm determines the slice of the sample (coherence volume) to be imaged and is adjusted in order to match with the focal plane of the MO in the sample arm. The backscattered light from each voxel of the coherence volume can only interfere with the light coming from the conjugated point of a reference mirror. The spatial incoherence of the light source actually acts as a physical confocal pinhole (Fig. 1 c). All these interference signals are recorded in parallel by the pixels of the camera in the imaging plane. Their amplitude and phase are retrieved by phase-stepping interferometry 28 . The FFOCT signal is thus equivalent to a time-gated confocal image of the sample 29 . Figure 2 b, d and f show en-face and axial FFOCT images of the opaque cornea at different depths. A dramatic loss in contrast is found beyond the epithelium ( z > 70 μ m, see Fig. 2 j). It highlights the detrimental effect of multiple scattering for deep optical imaging.

a Experimental setup (L: lenses, MO: microscope objectives, M: reference mirror, BS: beam splitter). Light from an incoherent source is split into two replica laterally shifted with respect to each other by a relative position Δ ρ (see Supplementary Section 1 ). By a game of polarization, each replica illuminates one arm of a Linnik interferometer. The sample beam (in red) illuminates the scattering sample through a microscope objective (NA = 1.0). The reference beam (in blue) is focused on a dielectric mirror through an identical microscope objective. Both reflected beams interfere on a CMOS camera whose surface is conjugated with focal planes of the MO. The amplitude and phase of the interference term are retrieved by phase-shifting interferometry. b Each pixel of the camera, depicted by its position ρ out , measures the reflection coefficient R ( ρ in , ρ out , z ) between de-scanned focusing points, ρ out and ρ in = ρ out + Δ ρ in , at depth z within the sample. c For Δ ρ in = 0 , the experimental set up is equivalent to a FFOCT apparatus and the interferogram directly provides a time-gated confocal image of the sample. d The set of interferograms are stored in the de-scanned reflection matrix R in ( z ) = [ R in (Δ ρ in , ρ out , z )] displayed in ( f ). e Each column of this matrix yields a reflection point-spread function (RPSF) associated with the focusing quality at point ρ out (scale bar: 2 μ m). g The Fourier transform (FT) of each de-scanned wave-field provides the input distortion matrix D in ( z ) = [ D in ( u in , ρ out , z )]. h Each column of this matrix displays the distorted wave-front associated with each point ρ out in the field-of-view. The optical data shown in panels ( d – h ) correspond to the acquisition performed at depth z = 150 μ m.

a Schematic of the imaging planes in the cornea. b , c En-face confocal images before ( b ) and after ( c ) the matrix imaging process for z = 50 μ m (scale bar: 50 μ m). d , e En-face confocal images before ( d ) and after ( e ) the matrix imaging process for z = 250 μ m (scale bar: 50 μ m). f Longitudinal ( x,z ) section of the initial confocal image. g , h Original ( g ) and corrected ( h ) RPSFs from z = 50 to 250 μ m (scale bar: 2 μ m). i Longitudinal ( x,z ) section of the volumetric image at the end of the matrix imaging process. j Schematic of a healthy human cornea. Each image is normalized at each depth by its averaged intensity.

To overcome the multiple scattering phenomenon, one should go beyond a simple confocal image and record the cross-talk between the camera pixels. Experimentally, it consists in measuring the reflection matrix R associated with the sample (Fig. 3 a). Interestingly, this can be done by slightly modifying the illumination scheme of the FFOCT device, as displayed in Fig. 1 a. The incident wave-fields are still identical in each arm but are laterally shifted with respect to each other by a transverse position Δ ρ in . Their spatial incoherence now acts as a de-scanned pinhole that gives access to the cross-talk between distinct focusing points (Fig. 1 b). The interferogram recorded by the camera (Fig. 1 d) directly provides one line of the reflection matrix R in de-scanned at input (Fig. 3 b,c), such that

with R = [ R ( ρ in , ρ out , z )], the reflection matrix expressed in the canonical basis. Its coefficients R ( ρ in , ρ out , z ) correspond to the response of the medium at depth z between points ρ in and ρ out in the source and camera planes (Fig. 3 a). Scanning the relative position Δ ρ in is equivalent to recording the canonical R -matrix diagonal-by-diagonal (see Fig. 3 a,c). However, while a raster scan (column-by-column acquisition) of R requires to illuminate the sample over a field-of-view Ω with \(N={(\Omega /{\delta }_{0})}^{2}\) input wave-fronts 20 , 31 , 32 , the de-scanned basis allows a much smaller number of field measurements.

a The focused R -matrix contains the set of impulse responses R ( ρ in , ρ out , z ) between an array of point sources ρ in and detectors ρ out lying in planes conjugated with the focal plane of the microscope objective (BS: beam splitter). b The interferometric set up displayed in Fig. 1 allows a de-scanned measurement of R by scanning the relative position Δ ρ in = ρ in − ρ out . c Each column of the recorded matrix R in (Eq. ( 1 )) corresponds to the RPSF measured by each camera pixel. d A spatial Fourier transform (FT) over Δ ρ in provides the distortion matrix D in (Eq. ( 5 )) linking each camera pixel with wave-front distortions seen from the input pupil plane ( u in ). e The correlation matrix C in between those wave-fronts mimics the time-reversal operator associated with a virtual guide star that results from a coherent average of all the de-scanned focal spots displayed in b (Supplementary Section 2 ). f IPR is then applied (Methods). The resulting wave-front compensates for aberrations and scattering inside the medium to produce a sharper guide star. It provides an estimation of one column of T in corresponding to the common mid-point r p of the input focal spots considered in ( a ).

This sparsity can be understood by expressing theoretically the de-scan matrix R in (Supplementary Section 2 ):

where γ is the sample reflectivity. H in ( ρ s , ρ in , z ) and H out ( ρ s , ρ out , z ) are the local input and output point spread functions (PSFs) at points ( ρ in , z ) and ( ρ out , z ), respectively. This last equation confirms that the central line of R in (Δ ρ in = 0 ), i.e. the FFOCT image, results from a convolution between the sample reflectivity γ and the local confocal PSF, H in × H out .

The de-scanned elements allow us to go far beyond standard confocal imaging. In particular, they will be exploited to unscramble the local input and output PSFs in the vicinity of each focal point. As a preliminary step, they can also be used to quantify the level of aberrations and multiple scattering. In average, the de-scanned intensity, I (Δ ρ in , ρ out , z ) = ∣ R in (Δ ρ , ρ out , z ) ∣ 2 , can actually be expressed as the convolution between the incoherent input and output PSFs 33 :

where the symbol ⊛ stands for convolution product and 〈 ⋯ 〉 for ensemble average. This quantity will be referred to as RPSF in the following (acronym for reflection PSF). Figure 1 e displays examples of RSPF extracted in depth of the opaque cornea. The spatial extension δ R of the RPSF indicates the focusing quality and dictates the number M of central lines of R in ( z ) that contain the relevant information for imaging:

with δ 0 ~ λ /(4 N A ), the confocal maximal resolution of the imaging system. For a field-of-view much larger than the spatial extension of the RPSF ( Ω ≫ δ R ), the de-scanned basis is thus particularly relevant for the acquisition of R ( M ≪ N ).

Quantifying the focusing quality

Figure 2 g shows the depth evolution of the RPSF. It exhibits the following characteristic shape: a distorted and enlarged confocal spot due to aberrations on top of a diffuse background 33 . While the latter component is due to multiple scattering, the former component contains the contribution of singly-scattered photons but also a coherent backscattering peak 33 resulting from a constructive interference between multiple scattering paths 34 , 35 (Supplementary Fig. 13 ).

Figure 2 g clearly highlights two regimes. In the epithelium ( z < 70 μ m), the single scattering component is predominant and the image of the cornea is reliable although its resolution is affected by aberrations (Fig. 2 b). Beyond this depth, the multiple scattering background is predominant and drastically blurs the image (Fig. 2 d). The axial evolution of the single scattering rate enables the measurement of the scattering mean free path ℓ s 36 (Supplementary Section 4 ). We find ℓ s ~ 35 μ m in the stroma (Fig. 2 j), which confirms the strong opacity of the cornea. The penetration depth limit thus scales as 2ℓ s . This value is modest compared with theoretical predictions 8 ( ~ 4 ℓ s ) but is explained by the occurrence of strong aberrations at shallow depths, partially due to the index mismatch at the cornea surface (Fig. 2 g).

The RSPF also fluctuates in the transverse direction. To highlight this variation, a map of local RPSFs (Fig. 4 b) can be built by considering the back-scattered intensity over limited spatial windows (Methods). This map shows important fluctuations due to: (i) the variations of the medium reflectivity that acts on the level of the confocal spot with respect to the diffuse background; (ii) the lateral variations of the optical index upstream of the focal plane that induce distortions of the confocal peak. Such complexity implies that any point in the medium will be associated with its own distinct focusing law. Nevertheless, spatial correlations subsist between RSPFs in adjacent windows (Fig. 4 b). Such correlations can be explained by a physical phenomenon often referred to as isoplanatism in AO 37 and that results in a locally-invariant PSF 38 . We will now see how this local isoplanicity can be exploited for the estimation of the T -matrices.

a Raw confocal image of the cornea at 200 μ m-depth (scale bar: 50 μ m). b Map of the local reflection point-spread functions (RPSFs) (de-scan: 7 × 7 μ m 2 ) over the field of view. c Sub-part of transmittance matrix \({{\boldsymbol{{{{\mathcal{T}}}}}}}_{{{\rm{in}}}}\) for the area delimited by the square box in ( a ). d Matrix image at 200 μ m-depth after the multi-scale compensation of aberrations and forward multiple scattering (scale bar: 50 μ m). e Map of the local RPSFs after the matrix imaging process (de-scan: 7 × 7 μ m 2 ) over the field of view. f Sub-part of transmittance matrix \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) for the area delimited by the square box in ( a ).

Iterative phase reversal of wave distortions

To that aim, we will exploit and extend the distortion matrix concept introduced in a previous work 19 . Interestingly, a Fourier transform over the coordinate Δ ρ in of each de-scanned wave-field, R in (Δ ρ in , ρ out , z ), actually yields the wave distortions seen from the input pupil plane (Fig. 3 d) :

where T 0 denotes the Fourier transform operator, \({T}_{0}({{\bf{u}}},\Delta {{\boldsymbol{\rho }}})=\exp \left(-i2\pi {{\bf{u}}}.\Delta {{\boldsymbol{\rho }}}/\lambda f\right)\) , λ the central wavelength and f the MO focal length. D in ( z ) = [ D ( u in , ρ out , z )] is the distortion matrix that connects any voxel ( ρ out , z ) in the field-of-view to wave-distortions in the input pupil plane ( u in ).

As expected in most of biological tissues, this matrix exhibits local correlations that can be understood in light of the shift-shift memory effect 38 , 39 : Waves produced by nearby points inside an anisotropic scattering medium generate highly correlated random speckle patterns in the pupil plane. Figure 1 illustrates this fact by displaying an example of distortion matrix (Fig. 1 g) and reshaped distorted wave-fields for different points ( ρ out , z ) (Fig. 1 h). A strong similarity can be observed between distorted wave-fronts associated with neighboring points but this correlation tends to vanish when the two points are too far away.

The next step is to extract and exploit this local memory effect for imaging. To that aim, a set of correlation matrices C in ( r p ) shall be considered between distorted wave-fronts in the vicinity of each point r p in the field-of-view (Methods). Under the hypothesis of local isoplanicity, each matrix C in ( r p ) is analogous to a R -matrix associated with a virtual reflector synthesized from the set of output focal spots 21 (see Fig. 3 e and Supplementary Section 2 ). In this fictitious experimental configuration, an iterative phase-reversal (IPR) process can be performed to converge towards the incident wave front that focuses perfectly through the heterogeneities of the medium onto this virtual guide star (see Fig. 3 f and Methods).

IPR repeated for each point r p yields a set of pupil phase laws \({{{\mathcal{T}}}}_{{{\rm{in}}}}({{\bf{u}}},{{{\bf{r}}}}_{p})\) forming the transmittance matrix \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{in}}}}\) . Its digital phase conjugation enables a local compensation of aberration and forward multiple scattering. An updated de-scanned matrix can then be built:

where the symbol † stands for transpose conjugate and ∘ for the Hadamard product. The same process can be repeated by exchanging input and output to estimate the output transmittance matrix \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) (Methods). The element wise product between the free space transmission matrix T 0 and the transmittance matrix \({{\boldsymbol{{{\mathcal{T}}}}}}\) constitutes an estimator of the time-gated transmission matrix T . The latter matrix contains the impulse responses T ( u , r ) between the pupil plane u and each voxel r inside the medium around the ballistic time τ B . Note that this matrix not only contains a ballistic (possibly aberrated) component but also grasps forward multiple scattering paths which display a time-of-flight in the same coherence time as ballistic photons. In the following, we show how these complex trajectories can be harnessed thanks to RMI.

Multi-scale analysis of the distortion matrix

To that aim, a critical aspect is the choice of the spatial window over which wave distortions shall be analyzed. On the one hand, the isoplanatic assumption is valid for low-order aberrations that are associated with extended isoplanatic patches. On the other hand, forward multiple scattering gives rise to high-order aberrations that exhibit a coherence length that decreases with depth until reaching the size of a speckle grain beyond ℓ t 38 . However, each spatial window should be large enough to encompass a sufficient number of independent realizations of disorder 40 . Indeed, the bias of our T − matrix estimator scales as follows (see Supplementary Section 3 ):

with N W the number of resolution cells in each spatial window. C is a coherence factor that is a direct indicator of the focusing quality 41 .

To limit this bias while addressing the scattering component of \({{\boldsymbol{{{\mathcal{T}}}}}}\) , an iterative multi-scale analysis of D is proposed (Methods). It consists in gradually reducing the size of the virtual guide star by: ( i ) alternating the correction at input and output (Supplementary Section 3 ); ( ii ) dividing by two the size of overlapping spatial windows at each iterative step (Fig. 5 a). Thereby the RPSF extension is gradually narrowed (Fig. 5 b) and the coherence factor \({{\mathcal{C}}}\) increased. The spatial window can thus be reduced accordingly at the next step while maintaining an acceptable bias (Eq. ( 7 )). It enables the capture of finer angular and spatial details of the \({{\boldsymbol{{{\mathcal{T}}}}}}-\) matrix at each step (Fig. 5 c) while ensuring the convergence of IPR. As discussed further, the end of the process is monitored by the memory effect that shall exhibit the \({{\boldsymbol{{{\mathcal{T}}}}}}-\) matrix (Supplementary Section 3 ). The whole process is validated by a reference imaging experiment on a resolution target placed behind an opaque tissue layer (Supplementary Fig. 8 ).

a The entire field-of-view is 138 × 138 μ m 2 . At each step, it is divided into a set of spatial windows whose dimension gradually decreases: from 138, 100, 50, 25, 13 to 6 μ m. b Evolution of the pupil transmittance \({{\mathcal{T}}}({{{\bf{u}}}}_{{{\rm{out}}}},{{{\bf{r}}}}_{{{\rm{p}}}})\) for one point r p of the field-of-view at each iteration step. c Corresponding local RPSF at r p before and after compensation of aberration and scattering using digital phase-conjugation of the optical transfer function displayed in ( b ) (scale bar: 2 μ m). Data are from the cross-section at 200 μ m depth within the sample.

Transmittance matrix and memory effect

Figure 4 c and f show a sub-part of the \({{\boldsymbol{{{\mathcal{T}}}}}}-\) matrices measured at depth z = 200 μ m for final patches of 6 × 6 μ m 2 . Spatial reciprocity should imply equivalent input and output aberration phase laws. This property is not checked by our estimators. Indeed, the input aberration phase law accumulates not only the input aberrations of the sample-arm but also those of the reference arm (Supplementary Section 4 ). Therefore, the sample-induced aberrations can be investigated independently from the imperfections of the experimental set up by considering the output matrix \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) .

An analysis of its spatial correlations 40 (Methods) and its angular decomposition (Supplementary Fig. 12 ) shows that wave distortions induced by the cornea are made of two contributions: (i) an almost spatially-invariant aberrated component (Fig. 6 a) associated with long-scale fluctuations of the refractive index (Fig. 6 c) ; (ii) a forward multiple scattering component (Fig. 6 d) giving rise to an angular dispersion of photons between the cornea surface and the focal plane. The latter component is associated with a short-range memory effect whose extension drastically decreases in depth (Fig. 6 a, e). The access to this contribution fundamentally differentiates RMI from conventional AO that only provides an access to the irrotational component of wave distortions 42 (Supplementary Section 4 ).

a Transverse evolution of the mean correlation function of the transmitted wave-field from shallow (blue) to large (red) depths. b The phase of each transmitted wave-field is the sum of: c a spatially-invariant aberration phase function; d a complex scattering law exhibiting high spatial frequencies. e The spatial correlation of the latter component with the \({{\boldsymbol{{{\mathcal{T}}}}}}-\) matrix provides a map of the corresponding isoplanatic patch (scale bar: 50 μ m).

The memory effect is also a powerful tool to monitor the convergence of the IPR process. When the spatial window is too small (3 × 3 μ m 2 ), IPR provides a spatially-incoherent \({{\boldsymbol{{{\mathcal{T}}}}}}-\) matrix and leads to a bucket-like image (Supplementary Fig. 7 ). This observable thus indicates when the convergence towards \({{\boldsymbol{{{\mathcal{T}}}}}}\) is fulfilled or when the algorithm shall be stopped.

Deep Volumetric Imaging

Eventually, the \({{\boldsymbol{{{\mathcal{T}}}}}}\) -matrix can be used to compensate for local aberrations over the whole field-of-view. To that aim, a digital phase conjugation is performed at input and output (Eq. ( 6 )). The comparison between the initial and resulting images (Fig. 4 a,d) demonstrates the benefit of a local compensation of aberration and scattering. The drastic gain in resolution and contrast provided by RMI enables to reveal a rich arrangement of biological structures (cells, striae, etc .) that were completely blurred by scattering in the initial image. For instance, a stromal stria, indicator of keratoconus 43 , is clearly revealed on the RMI B-scan (Fig. 2 i) while it was hidden by the multiple scattering fog on the initial image (Fig. 2 f). The B-scan shows that RMI provides a full image of the cornea with the recovery of its different layers throughout its thickness (350 μ m ~ 10 ℓ s , see also Supplementary Movies).

The gain in contrast and resolution can be quantified by investigating the RSPF after RMI. A close-to-ideal confocal resolution (230 nm vs. δ 0 ~ 215 nm) is reached throughout the cornea thickness (Fig. 2 h). The confocal-to-diffuse ratio is increased by a factor up to 15 dB in depth (Supplementary Section 4 ). Furthermore, the map of local RPSFs displayed in Fig. 4 e shows the efficiency of RMI for addressing extremely small isoplanatic patches.

In this experimental proof-of-concept, we demonstrated the capacity of RMI to exploit forward multiple scattering for deep imaging of biological tissues. This work introduces several crucial elements, thereby leading to a better imaging performance than previous studies.

First, the proposed IPR algorithm outperforms iterative time reversal processing 19 for local compensation of aberrations in scattering media because it can evaluate the focusing laws over a larger angular domain (Supplementary Fig. 2 ). Second, the bias of our T -matrix estimator has been expressed analytically (Eq. ( 7 )) as a function of a coherence factor that grasps the blurring effect of aberrations and multiple scattering. This led us to define a multi-scale strategy for matrix imaging with a fine monitoring of its convergence based on the memory effect. The latter observable is a real asset as it provides an objective criterion to: ( i ) optimize the resolution of our T − matrix estimator (Supplementary Section 3 ); ( ii ) compare our approach with alternative methods such as the CLASS algorithm 20 , 23 , 24 (Supplementary Section 5 ). Our multi-scale process enables us to target isoplanatic areas more than four times smaller than CLASS. Interestingly, those two approaches are based on the maximization of different physical quantities: the confocal intensity for CLASS; the coherence of the wave-field induced by a virtual guide star for IPR. Hence they are, in principle, perfectly complementary and could be advantageously combined in the future.

Although this experimental proof-of-concept is promising for deep optical imaging of biological tissues, it also suffers from several limitations that need to be addressed in future works. First, FFOCT is not very convenient for 3D in-vivo imaging since it requires an axial scan of the sample. Another possibility would be to move the reference arm and measure R as a function of the time-of-flight. An access to the time (or spectral) dependence of the R − matrix is actually critical to reach a larger penetration depth. Indeed, the focusing law extracted from a time-gated R − matrix is equivalent in the time domain to a simple application of time delays between each angular component of the wave-field. Yet, the diffusive regime requires to address independently each frequency component of the wave-field to make multiple scattering paths of different lengths constructively interfere on any focusing point in depth. On the one hand, the exploitation of the chromato-axial memory effect 44 will be decisive to ensure the convergence of IPR over isoplanatic volumes 45 . On the other hand, the tilt-tilt memory effect 39 can also be leveraged by investigating the distortion matrix, not only in the pupil plane, but in any plane lying between the medium surface and the focal plane, thereby mimicking a multi-conjugate AO scheme 46 .

Beyond the diffusive regime, another blind spot of this study is the medium movement during the experiment 47 , 48 . In that respect, the matrix formalism shall be developed to include the medium dynamics. Moving speckle can actually be an opportunity since it can give access to a large number of speckle realizations for each voxel. A high resolution T − matrix could be, in principle, extracted without relying on any isoplanatic assumption 49 .

To conclude, this study is a striking illustration of a pluri-disciplinary approach in wave physics. A passive measurement of the R − matrix is indeed an original idea coming from seismology 50 . The D − matrix is inspired by stellar speckle interferometry in astronomy 51 . The T − matrix is a concept that has emerged both from fundamental studies in condensed matter physics 52 and more applied fields such as MIMO communications 53 and ultrasound therapy 12 . The emergence of high-speed cameras and the rapid growth of computational capabilities now makes matrix imaging mature for deep in-vivo optical microscopy.

Experimental set up

The full experimental setup is displayed in Supplementary Fig. 1 . It is made of two parts: ( i ) a polarized Michelson interferometer illuminated by a broadband LED source (Thorlabs M850LP1, λ 0 = 850 nm, Δ λ = 35 nm) in a pseudo-Kohler configuration, thereby providing at its output two identical spatially-incoherent and broadband wave-fields of orthogonal polarization, the reference one being shifted by a lateral position Δ ρ in by tilting the mirror in the corresponding arm; ( ii ) a polarized Linnik interferometer with microscope objectives (Nikon N60X-NIR, M = 60 × , NA = 1.0) in the two arms and a CMOS camera (Adimec Quartz 2A-750, 2Mpx) at its output. The de-scanned beam at the output the first interferometer illuminates the reference arm of the second interferometer and is reflected by the reference mirror placed in the focal plane of the MO. The other beam at the output of the first interferometer illuminates the sample placed in the focal plane of the other MO. The CMOS camera, conjugated with the focal planes of the MO, records the interferogram between the beams reflected by each arm of the Linnik interferometer. The spatial sampling of each recorded image is δ 0 = 230 nm and the field-of-view is 275 × 275 μ m 2 .

The human cornea under study is a pathological surgical specimen that was provided by the Quinze-Vingts National Eye Hospital operating room at the time of keratoplasty. The use of such specimens was approved by the Institutional Review Board (Patient Protection Committee, Ile-de-France V) and adhered to the tenets of the Declaration of Helsinki as well as to international ethical requirements for human tissues. The ethics committee waived the requirement for informed written consent of patient; however, the patient provided informed oral consent to have their specimen used in research.

Experimental procedure

The experiment consists in the acquisition of the de-scanned reflection matrix R in . To that aim, an axial scan of the sample is performed over the cornea thickness (350 μ m) with a sampling of 2 μ m (i.e 185 axial positions). For each depth, a transverse scan of the de-scanned position Δ ρ in is performed over a 2.9 × 2.9 μ m 2 area with a spatial sampling δ 0 = 230 nm (that is to say 169 input wave-fronts instead of 10 6 input wave-fronts in a canonical basis). For each scan position (Δ ρ , z ), a complex-reflected wave field is extracted by phase shifting interferometry from four intensity measurements. This measured field is averaged over 5 successive realisations (for denoising). The integration time of the camera is set to 5 ms. Each wave-field is stored in the de-scanned reflection matrix R in = [ R in (Δ ρ in , ρ out )] (Fig. 1 ). The duration time for the recording of R in is of ~ 30 s at each depth. The post-processing of the reflection matrix (IPR and multi-scale analysis) to get the final image took only a few minutes on Matlab. The experimental results displayed in Figs. 4 and 5 at a single depth z = 200 μ m have been obtained by performing a de-scan over a 7 × 7 μ m 2 area with a spatial sampling δ 0 = 230 nm (961 input wave-fronts).

To probe the local RPSF, the field-of-view is divided into regions that are defined by their central midpoint r p = ( ρ p , z ) and their lateral extension L . A local average of the back-scattered intensity can then be performed in each region:

where W L ( ρ out − ρ p ) = 1 for ∣ x out − x p ∣ < L and ∣ y out − y p ∣ < L , and zero otherwise.

Multi-scale compensation of wave-distortions

The multi-scale process consists in an iterative compensation of aberration and scattering phenomena at input and output of the reflection matrix. To that aim, wave distortions are analyzed over spatial windows W L that are gradually reduced at each step q of the procedure, such that:

where F O V denotes the initial field-of-view.

The whole procedure is summarized in Supplementary Fig. 4 . At each stage of this iterative process, the starting point is the de-scanned reflection matrix \({{{\bf{R}}}}_{{{\rm{in}}}}^{(q-1)}\) , obtained at the previous step, \({{{\bf{R}}}}_{{{\rm{in}}}}^{(0)}\) being the reflection matrix recorded by our experimental set up (Fig. 1 ). An input distortion matrix \({{{\bf{D}}}}_{{{\rm{in}}}}^{(q)}\) is deduced from \({{{\bf{R}}}}_{{{\rm{in}}}}^{(q)}\) via a numerical Fourier transform (Eq. ( 5 )). A local correlation matrix of wave distortions is then built around each point r p of the field-of-view:

IPR is then applied to each correlation matrix C in ( r p ) (see further and Supplementary Section 3 ). The resulting input phase laws, \({\hat{{\boldsymbol{\phi }} }}_{{{\rm{in}}}}({{{\bf{r}}}}_{{{\rm{p}}}})\) , are used to compensate for the wave distortions undergone by the incident wave-fronts:

The corrected matrix \({{\bf{R}}}^{{\prime}}_{{{\rm{in}}}}\) is only intermediate since phase distortions undergone by the reflected wave-fronts remain to be corrected.

To that aim, an output de-scanned matrix \({{\bf{R}}}^{{\prime}}_{{{\rm{out}}}}(z)\) is deduced from the input de-scanned matrix \({{\bf{R}}}^{{\prime}}_{{{\rm{in}}}}(z)\) using the following change of variable (Supplementary Fig. 5 ):

with Δ ρ out = ρ out − ρ in = − Δ ρ in . An output distortion matrix is then built by applying a Fourier transform over the de-scanned coordinate:

where the superscript T stands for matrix transpose. From \({{\bf{D}}}^{{\prime}}_{{{\rm{out}}}}\) , one can build a correlation matrix C out for each point r p :

The IPR algorithm described further is then applied to each matrix C out ( r p ). The resulting output phase laws, \({\hat{{{\boldsymbol{\phi }}}}}_{{{\rm{out}}}}({{{\bf{r}}}}_{{{\rm{p}}}})\) , are leveraged to compensate for the residual wave distortions undergone by the reflected wave-fronts:

The RPSFs displayed in Fig. 5 c are extracted from the matrices \({{{\bf{R}}}}_{{{\rm{out}}}}^{(q)}\) obtained at the end of each iteration of the multi-scale process. An input de-scanned matrix, combining the input and output corrections, is finally obtained by performing the following change of variables:

This matrix \({{{\bf{R}}}}_{{{\rm{in}}}}^{(q)}\) is the starting point of the next stage of the multi-scale process, and so on.

The \({{\boldsymbol{{{\mathcal{T}}}}}}\) -matrices correspond to the cumulative function of the aberration phase laws:

Figure 5 b shows the evolution of one line of the transmittance matrix \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}^{(q)}\) throughout the RMI process. The iterative procedure is stopped by investigating the correlation properties of this estimator (see further and Supplementary Section 3 ).

Iterative phase reversal algorithm

The IPR algorithm is a computational process that provides an estimator of the pupil transmittance matrix, \({{\mathcal{T}}}({{\bf{u}}},{{{\bf{r}}}}_{{{\rm{p}}}})=\exp \left[i{\boldsymbol{\phi}} ({{\bf{u}}},{{{\bf{r}}}}_{{{\rm{p}}}})\right]\) , that links each point u of the pupil plane with each voxel r p of the cornea volume. To that aim, the correlation matrix C computed over the spatial window W L centered around each point r p is considered (Eqs. ( 10 ) and ( 14 )). Mathematically, the algorithm is based on the following recursive relation:

where \({\hat{{{\boldsymbol{\phi }}}}}^{(n)}\) is the estimator of ϕ at the n th iteration of the phase reversal process. \({\hat{{\boldsymbol{\phi}} }}^{(0)}\) is an arbitrary wave-front that initiates the process (typically a flat phase law) and \(\hat{{{\boldsymbol{\phi }}}}={\lim }_{n\to \infty }{\hat{{{\boldsymbol{\phi }}}}}^{(n)}\) is the result of IPR.

Aberration and scattering components of the T -matrix

The spatial correlation of transmitted wave-fields are investigated at each depth z by computing the correlation matrix of \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) : \({{{\bf{C}}}}_{{{\boldsymbol{{{\mathcal{T}}}}}}}={{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\times {{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}^{{\dagger} }\) . A mean correlation function Γ can be computed by performing the following average:

The correlation function Γ displayed in Fig. 6 a shows that the matrix \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) can be decomposed as a spatially-invariant component \({{{\boldsymbol{{{\mathcal{A}}}}}}}_{{{\rm{out}}}}\) and a short-range correlated component \({{{\boldsymbol{{{\mathcal{S}}}}}}}_{{{\rm{out}}}}\) . Each component can be separated by performing a singular value decomposition of \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) , such that

where s p are the positive and real singular values of \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) sorted in decreasing order, U p and V p are unitary matrices whose columns correspond to the singular vectors of \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) in the pupil and focal planes, respectively. The first eigenspace of \({{{\boldsymbol{{{\mathcal{T}}}}}}}_{{{\rm{out}}}}\) provides its spatially-invariant aberrated component: \({{{\boldsymbol{{{\mathcal{A}}}}}}}_{{{\rm{out}}}}={s}_{1}{{{\bf{U}}}}_{1}{{{\bf{V}}}}_{1}^{{\dagger} }.\) The higher rank eigenstates provide the forward multiple scattering component \({{{\boldsymbol{{{\mathcal{S}}}}}}}_{{{\rm{out}}}}\) . Lines or columns of the associated correlation matrix \({{{\bf{C}}}}_{{{\mathcal{S}}}}={{{\bf{{{\mathcal{S}}}}}}}_{{{\rm{out}}}}\times {{{\bf{{{\mathcal{S}}}}}}}_{{{\rm{out}}}}^{{\dagger} }\) provides the isoplanatic patches displayed in Fig. 6 e.

Reporting summary

Further information on research design is available in the Nature Portfolio Reporting Summary linked to this article.

Data availability

The optical data generated in this study are available at Zenodo 54 ( https://zenodo.org/record/7665117 ).

Code availability

Codes used to post-process the optical data within this paper are available from the corresponding author.

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Acknowledgements

The authors wish to thank A. Badon for initial discussions about the experimental set up, K. Irsch for providing the corneal sample and A. Le Ber for providing the iterative phase reversal algorithm. The authors are grateful for the funding provided by the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation program (grant agreement nos. 610110 and 819261, HELMHOLTZ* and REMINISCENCE projects, MF and AA, respectively). This project has also received funding from Labex WIFI (Laboratory of Excellence within the French Program Investments for the Future; ANR-10-LABX-24 and ANR-10-IDEX-0001-02 PSL*, MF).

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Ulysse Najar, Victor Barolle, Paul Balondrade, Mathias Fink, Claude Boccara & Alexandre Aubry

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Contributions

A.A. initiated and supervised the project. C.B., V.B. and A.A. designed the experimental setup. U.N., V.B. and P.B. built the experimental set up. U.N. and V.B. developed the post-processing tools. U.N. performed the corneal imaging experiment. U.N. and A.A. analyzed the experimental results. V.B. and A.A. performed the theoretical study. A.A. and U.N. prepared the manuscript. U.N., V.B., P.B., M.F., C.B. and A.A. discussed the results and contributed to finalizing the manuscript.

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Correspondence to Alexandre Aubry .

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A.A., M.F., C.B. and V.B. are inventors on a patent related to this work held by CNRS (no. US11408723B2, published August 2022). All authors declare that they have no other competing interests.

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Najar, U., Barolle, V., Balondrade, P. et al. Harnessing forward multiple scattering for optical imaging deep inside an opaque medium. Nat Commun 15 , 7349 (2024). https://doi.org/10.1038/s41467-024-51619-9

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DOI : https://doi.org/10.1038/s41467-024-51619-9

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Reflective Essay. This essay will outline what I have learned during my teaching period as a first-year university student. Specifically, this assignment will deconstruct how my knowledge of the online world has developed. How I have progressed toward my unit and course goals throughout the learning and communicating online unit.
PDF Writing a Reflection Paper
arned? Introduction 1. First, identify and briefly expl. t. e text or experience. 2. The next step would be to indicate your reaction. t. e text or experience. 3. Finally, you will e. d with a thesis statement. Your purpose for writing the reflection shoul. be clear to your readers. For more information on how to create a strong thesi.
Reflective Account of Communication Skills
I have chosen to reflect on this account as I found the communication a challenging experience. There are several models that can be used in the reflection of practice for example Gibb's Reflective Cycle (1988), Johns Model of structured reflection (1994) and Borton's Reflective Framework (1970). The communication reflection is structured ...
Self Reflective Essay
Communication. In the times we live in communication is done more by email, chat, and text. Which to. me are all interpersonal ways to connect. I am unable to hear a person' s tone and see their body. language. Some things that are said through these types of communication can som etimes be. miscommunicated.
Self Reflection on Communication Skills
This paper contains a reflection on my strengths and weaknesses in relation to how I communicate, and relate with my friends, family members, and colleagues. As an individual, I have come to appreciate the importance of developing and coming up with strong and good communication skills.
Reflective Essay on Communication
Reflective Essay on Communication. Better Essays. 2285 Words. 10 Pages. Open Document. In this essay, I intend to reflect on a situation I encountered during my first community placement I had the opportunity to develop my communication skills not just theoretically but also practically, facing a real life environment.
Communication in Nursing Practice: Gibbs' Reflective Cycle Essay
Communication is a fundamental element in nursing practice. This element can possibly determine patients' satisfaction and even the outcomes of their treatment (Lotfi et al., 2019). The situation described in the paper will exemplify the potential role of communication, which is why it will serve as a Gibbs Reflective Cycle nursing example.
REFLECTION ESSAY
Reflection Essay. August 24 - Grade: A. August 20 - Grade: A+. August 16 - Grade: A. A Medal DOES NOT Define YOU by Hana Wabe. Tech In 21st Cen - essay about technology. ESSAY name: faith carmel briones it is basically the definition of communication to be process of exchanging information, messages, and ideas with other people.
Essay on Importance of Communication for Students and Children
Communication is the greatest importance. It is important to sharing out one's thoughts and feelings to live a fuller and happier life. The more we communicate the less we suffer and the better we feel about everything around. However, it is all the more necessary to learn the art of effective communication to put across ones point well.
Reflective Essay On Communication Example
Order custom essay Reflective Essay on Communication with free plagiarism report. I will use the reflective framework devised by Atkin and Murphy (1994) to construct this account. It is the right model of reflection for me to look back and learn from my experiences. Personally, being a good student and health carer does not just come with ...
Evaluating panel discussions in ESP classes: an exploration of
Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both ...
Reflective Essay On Communication
Reflective Account on Communication Essay example This assignment is a reflective account on communicating with a patient who cannot communicate verbally. To remain confidential I will call the patient, Patient A.
Harnessing forward multiple scattering for optical imaging ...
Measuring a de-scan reflection matrix. Our approach is based on a de-scanned measurement of the time-gated reflection matrix R from the scattering sample. Inspired by time-domain FFOCT 27,28, the ...
Reflective Essay On Communication
Decent Essays. 793 Words. 4 Pages. Open Document. For daily life, we all need to communicate and yet the definition varies person to person. Everyone has different ways to communicate whether it's nonverbal or verbal. You could communicate visually through arts and film. There's also written communication such as books, texts, and emails.