🌍 Reflection in Action: Teaching Basic Life Support in Northern Nigeria

During a short visit to a Primary Healthcare Centre in Borno State in Northern Nigeria, I was unexpectedly asked to deliver a teaching session on Basic Life Support (BLS) for a group of hospital attendants.

These attendants were often the first point of contact for sick patients, yet most had no prior medical training or exposure to formal teaching. Despite this, they were eager and motivated to learn. Though I felt unprepared, I didn't feel I could say no.

I began the session with about 15 women gathered around me, using an interpreter to explain the key stages of BLS. As I spoke, I noticed blank faces and silence - no questions, no engagement.

It became clear to me that I hadn’t presented the information in a way that was understandable, accessible, memorable, or practical for them.

With the support of a senior colleague and mentor, I quickly adapted. We transformed the session into an interactive learning experience - using demonstrations, simple language, and even creating a local song to help everyone remember the key steps.

🎶 By the end, the group was laughing, moving, and confidently recalling the sequence—turning what began as a didactic static session into one of shared learning and empowerment.

One-way teaching versus interactive

 
One-way (initial approach) Interactive (after reflection)
Long verbal explanations via interpreter Short, clear steps in plain language
Minimal checks for understanding Call-and-response and quick practice checks
Little movement or demonstration Demonstrations, role-play, learners practicing
Low engagement and confidence High energy; learners recalled the sequence
No memory aids A simple local song as a memory aid

Teaching basic life support at a PHC — adapting delivery after reflection.

💪 Practice Time

Estimated completion time: ~10 minutes (self-paced)

Exercise 1 — Spot the reflection moments 📝

Write down your answers to the questions below 

  1. What happened initially? Briefly note my approach and the outcome.
  2. Trigger for reflection: What signalled that a change was needed?
  3. Adaptation: Describe what I changed and why.
  4. Carry-forward learning: Write one key learning you will take into your next session.

Tip: Add your notes to your reflection log or Personal Development Plan (PDP).

Exercise 2 — A written note or a voice note

Choose one of these options to answer the prompts below:

  • Write: 5–8 sentences, or
  • Record: a 1–2 minute voice note.

Prompts:

  • 🧠 What is reflection to you? How do you practice it now?
  • 🎯 Why learn more? What’s your motivation for doing more now?
  • 🚧 Barriers & plan: What might get in the way? Note 2–3 steps you will take to overcome these.

Tip: Answer these as honestly as you can. Add your notes to your PDP and discuss them with a mentor.

Optional next step

Learning Pathways: Share your reflections with your mentor at your first meeting.

Key takeaways

  • Reflection helps you adjust in the moment to needs and consider what additional needs might be present after the moment.
  • Small changes (in this case plain language, demonstration, practice, memory aids) can transform our actions and impact.
  • Capture your learning now, so you can apply it in your next session.