Page 90 - Journal of Special Operations Medicine - Winter 2014

Recommendations SOF medics are professionals whose clinical science is
burgeoning; they are owed the support of the academic
Curricular changes should be evaluated with multiple community to develop the evidence supporting their in-
methods, with the DREEM and other valid instru- dividualized pedagogy of learning, from the practice they
ments. Most studies on evaluating clinical curriculum developed. At the very least, the medics’ commitment
conclude that longitudinal research is needed whenever to us—the investigator, the reader, the Soldier, the com-
new curricula are introduced, to gauge and evaluate ef- mander—deserves our reciprocal commitment to them by
fectiveness. That consideration should be incorporated formally replicating this study throughout the SOF medi-
in evaluations as a suggestion for further program devel- cal community and initiating changes to clinical curricula.
opment and execution. Interdisciplinary collaboration
81
improves healthcare by identifying and analyzing gaps
in practice, then translating scientific and theoretical Disclosure
knowledge into solutions. 82
Dr Rocklein is the Academic Editor of the Journal of
Special Operations Medicine.
Incorporating practice reflections into curriculum does
not equate to complete reinvention of the ways by which
SOF medics are educated or care is delivered. Simply, Acknowledgments
incorporating expert examination of practice issues and Immeasurable gratitude to SOF Medics worldwide and
considering relevant solutions is an intelligent response to all who provide care under fire, specifically SFC J.
to increasing complexities in clinical environments. In- Rada Morales, 18D; SFC J. Brandon, BS, 18D, UCSF
83
dependent of environment, all who practice eventually School of Medicine; Cha tôi MSG (Tet) T. Gilbreath,
teach. Whether the student is a colleague and the instruc- 18D; LTC D. Godbee, 18C, D, E, F, Z, MD; cheerlead-
7
tion informal, or a practitioner is faculty: A schoolhouse ers and partisans within AMEDD, SWCS, USASOC,
is a concept, not just a building. Ignoring the positive and USASFC (“Go around, not through!”); Ann Cary,
7
possibilities derived from reflection-based curricula could PhD, RN; The Special Operations Medical Association
seriously hinder development of interpretive thought and and The Journal of Special Operations Medicine–Edi-
the ability to make sound clinical decisions. 32,33
tor Lt Col (Ret) M. D. Landers, BSN, RN, MBA; The
Special Forces Association; JFK Museum Staff; and Und
What is perhaps the most important recommendation meine Annahme Pate COL (Ret) W. Davis, 18A.
for considering reflection-based curriculum is to value
the storyteller and their story. Storytelling is a power-
84
fully personal and sometimes revealing process, which
requires trust between the narrator and the listener(s). 32 Dr Rocklein is assistant professor of nursing at The Univer-
The loyalty of the listener to the experience of the nar- sity of North Carolina–Pembroke. E-mail: Katharine.rocklein
rator is what makes reflective practice so incredibly @uncp.edu.
potent; in this case, the narrators (SOF medics) triply
volunteered to be Soldiers, train extensively, and deliver
care in the most violent of circumstances.

References and Appendixes are available
in a complete version of this article at:
https://www.jsomonline.org/Publications/2014470Rocklein.pdf

80 Journal of Special Operations Medicine Volume 14, Edition 4/Winter 2014