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Reflection on collaboration in professional practice

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165), the first stage is the description of the event. and it includes what ones position is, who else are present, what is the purpose of being there, what one is doing, what others are doing, what are the strategies used to communicate, and what the results are. As a part of the Facilitating Collaboration in Professional Practice Module, students were introduced to intellectual, practical, and transferable skills required to function in a group. Thus, the evaluation of the module included reflecting ones own position in a groups and describing how power, conflict, and other ethical issues are managed within the group. As a part of the module, lectures and events took place for nearly one week. My group had ten students from different allied health professions ranging from operating department practitioners, diagnostic radiographers, therapeutic radiographers, physiotherapists, and occupational therapists. The project that was given to my group was to develop a campaign and logo on educating and raising awareness about the various allied healthcare professions and opportunities. The campaign had to be aimed at primary school children, year eleven school children, and graduates with access to an unlimited budget. Initially, the group engaged in certain activities like some card games, sharing fluid equally in three containers, and reflecting on the task achievement. The third task involved developing a high and strong structure using straw, and admittedly, the group failed to achieve the last task. After that, the group was given the details of the task to be accomplished, and instantaneously, some members started selecting tasks that suited them and some were left out without any role. As I found myself left out without any roles, I insisted that I would do a leaflet or a poster. Then, a member who had some experience in management and knowledge became the person to lead the group. As there was less chance of face to face meetings, it was decided that the remaining meetings would take place online, and the only face-to-face meeting was the final presentation on completion of the project. It turned out that some members could not get any roles at all, and some members just gave up their hard work as they lost the initial momentum. Admittedly, some members performed their tasks well and the project progressed well. Also, many members actively took part in the online chat forum and made useful suggestions, comments and motivations. However, probably as a result of their personality, some turned out to be poor communicators and negotiators. In addition, as a result of the online mode of interaction, it was not possible to identify the attitude of various members, and the element of conflict was less likely to be noticed. I turned out to be in the role of a resource investigator, implementer and team worker. Stage 2- Developing self awareness The second stage of the reflection, according to Gibbs Framework for Reflection, is developing self awareness or describing ones thoughts and feelings (ibid). here, I have to admit that the entire team work acted as a means to identify my skills as a team player. Before the group was formed, I had never felt that working in a group was such a difficult task. To illustrate, for the first time, I understood that performing in a team is not only about performing ones own role, but it is also about helping others do their roles, ensuring reasonable participation