The UAMS Medical Center CPE training program includes the following seminar
Case Study Review
Case studies are the principle learning tools in CPE, and each trainee is required
to present a case study of an actual pastoral encounter. Each member of the peer
group will provide feedback on the particular case presented. The goal of the
case study is to promote peer consultation and to foster pastoral competence.
Group Relations or Interpersonal Relationship Group
The peer group learning experience has a dual focus. First, it provides
opportunities for trainees to explore various personal and professional issues
that may arise during their ministry. Second, it allows an experiential study of
group formation and development utilizing the group experience itself as an
Various interdisciplinary presentations are provided for the group's learning.
CPE supervisors and other professionals present information on pastoral,
ethical and health care issues. Trainees may also have the opportunity to offer
a didactic of their own choosing.
Specific reading assignments will be issued during each unit of CPE, and the peer
group will meet at regular intervals to review the assigned reading materials.
Trainees meet one-on-one with a supervisor to review pastoral work, reflect on
personal and professional growth, and evaluate progress toward individual
learning goals which are established at the beginning of each unit. Individual
supervision may be arranged upon a trainee's request.
Action Reflection in a Group Learning Process
The Clinical Pastoral Education (CPE) program at UAMS Medical Center engages
in an action reflection model of learning, central to the CPE experience. The
chaplain interns are involved in direct patient care, and it is that experience
and reflection on the actual pastoral encounter that fosters the chaplain's learning.
At UAMS Medical Center, trainees are involved with people from diverse religious
and cultural backgrounds. Trainees are assigned to specific areas, function as
ecumenical chaplains, and are responsible for providing pastoral care to patients,
families and staff. Trainees attend interdisciplinary meetings and participate with
other professionals in providing patient care. Chaplain interns also share on-call
responsibilities, which provide learning opportunities in the midst of a developing
health care crisis.
Key concepts in the action reflection learning process include:
- Learning from experience, both personal and professional, through case
study reflection, peer feedback, and the supervisory encounter in such a way as
to shape future action.
- Working with a peer group, to be held accountable and to hold others
accountable, for personal and professional development.
- Gaining awareness as a pastoral care giver while developing pastoral identity
Pastoral Care Services
University of Arkansas for Medical Sciences
4301 W. Markham St. #561, Little Rock, AR 72205