Reflection 1

In my time at the Adler Museum, I have so far engaged in archiving and digitalisation. The task of archiving historical medical artifacts and records underscored the importance of meticulous data management, a key concept principle in health information literature. For instance, the work of Ghani et al. (2019) on data integrity in health informatics parallels the precision required in archiving, emphasizing that accurate data preservation is crucial for reliable research and analysis.

I acquired new management and technical skills. The use of google sheets introduced me to data handling techniques, which enhanced my existing proficiency in health informatics. This aligns with the competencies highlighted by Jabir, Srirama & Choolayil (2024), who advocate for the integration of technical skills in public health education to prepare students for the evolving landscape of health data management.

Critical thinking was a fundamental aspect of my experience, as I had to evaluate the significance and context of each artifact. This process of analysis is similar to the methods described by Currie et al., (2005), which emphasize the critical evaluation of data sources and their relevance to public health outcomes. My ability to apply these analytical skills in a practical setting demonstrates the interaction between theoretical knowledge and professional practice.

The experience also facilitated significant self-development through critical reflection. Schon (1983) argues that reflective practice is important for professional growth, as it encourages individuals to assess their actions and learn from their experiences. By reflecting on the challenges and successes of my work at the museum, I gained a deeper understanding of my capabilities and areas for improvement.

This placement helped me identify with the professional setting of health informatics, as I recognized the importance of preserving historical health data for future research. The notion of professional identity in healthcare, as discussed by Leedham-Green, Knight, & Ledema (2020), highlights the importance of community and practice in shaping one’s professional self.

Throughout my experience, I acquired knowledge, skills, and competencies relevant to my discipline and future career. The ability to manage and digitize large datasets is crucial for epidemiological (Meyer et al., 2012). Furthermore, the experience enhanced my communication and observational skills, enabling me to effectively collaborate with museum staff and understand the organizational culture.

In conclusion, my workplace experience at the Adler Museum was invaluable in reinforcing and complementing my academic studies. The practical application of theoretical concepts, acquisition of new skills, and development of critical thinking and professional identity have all contributed to my growth as an aspiring epidemiologist. The integration of practical and academic learning has prepared me to contribute meaningfully to the field of epidemiology and health informatics.

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References

Currie, C. J., McEwan, P., Peters, J. R., Patel, T. C., & Dixon, S. (2005). The routine collation of health outcomes data from hospital treated subjects in the Health Outcomes Data Repository (HODaR): descriptive analysis from the first 20,000 subjects. Value in health, 8(5), 581-590.

Jabir MM, M., Srirama, S., & Choolayil, A. C. (2024). Critical Public Health Pedagogy for Teaching Health Equity to Health Profession Students. In The Palgrave Handbook of Global Social Problems (pp. 1-21). Cham: Springer International Publishing.

Leedham-Green, K., Knight, A., & Iedema, R. (2020). Developing professional identity in health professional students. Clinical education for the health professions: Theory and practice, 1-21.

Meyer, J., Ostrzinski, S., Fredrich, D., Havemann, C., Krafczyk, J., & Hoffmann, W. (2012). Efficient data management in a large-scale epidemiology research project. Computer methods and programs in biomedicine, 107(3), 425-435.