Diabetes Mellitus Screening, Prevention, and Non-pharm Interventions

Diabetes Mellitus (DM) Screening, Prevention, and Non-Pharm Interventions
Student’s Name
Institutional Affiliation
Reflection Paper
What was your approach to teaching your person?
My approach to interacting with TJ was majorly inquiry-based. Inquiry-based learning involves discussions largely, with efforts put towards gaining knowledge from such discussions. This method was ideal for my interactions with TJ in various ways. Primarily, it eases understanding the amount of knowledge that an individual has about a particular topic (Renata et al., 2020). I needed to assess TJ to understand his knowledge on various aspects of diabetes mellitus. Using inquiries, I could tell his abilities in prospects such as screening, prevention, and non-pharmacological interventions. Inquiry-based teaching also helped the learner to gain knowledge by asking questions and discussing the topic to the best of his abilities (Wan, 2017). Allowing TJ to ask questions allowed for an easy understanding of the areas that needed emphasis. Ultimately, it is easier to evaluate a learner using the inquiry-based approach; one can tell areas where the individual has gained knowledge and areas that need more emphasis through the discussions and question-answer sessions (Dunphy et al., 2019). The inquiry-based approach proved vital in addressing the needs of TJ in every element of learning.
Describe your experience?
This interaction was surprising as well as it was educative. Before the interactions, I understood TJ as an enlightened person who would understand the basic prospects surrounding diabetes mellitus. While TJ was fairly knowledgeable, his inputs fell below the expectations. This experience made me realize that there are more people like TJ or even worse. The cases of unscreened diabetes are increasing, and the prevention mechanisms are dwarfed because individuals do not understand the basics of diabetes management and prevention. The interaction with TJ also unearthed my experience in patient/public education on various health issues. I did not understand how to approach patient education before the experience. I would say that it was nerve-wracking initially because I did not understand what would work and what would not work. However, as I interacted with TJ more, the experience became interesting, and I realized that I had so much to learn just as much as I had so much to teach. The interaction was educative and highly surprising, considering how things turned out.
What did you think of this assignment?
This assignment is relevant and insightful. This assignment accords learners the opportunity to understand healthcare beyond the theories and classroom interactions. In this assignment, an individual interacts with real people who accord him/her the experience of healthcare issues. Through this assignment, one learns beyond clinical practice. That is, the assignment accommodated other skills, including critical thinking and communication skills that are often ignored in daily classroom interactions. I believe that the assignment was holistic in how it integrated real-life experiences in the classroom notes. A healthcare professional from this experience can effectively understand the scope of challenges that the public faces in dealing with diabetes. Importantly, the practitioner can also develop ways of communicating with such individuals and delivering the needed solutions. This assignment opened my eyes to aspects of public health that I could barely understand through classroom notes.