A reflective practice intervention for professional development, reduced stress and improved patient care—A qualitative developmental evaluation

Lutz, Gabriele; Scheffer, Christian; Edelhaeuser, Friedrich; Tauschel, Diethard; Neumann, Melanie

doi:10.1016/j.pec.2013.03.020

Cited by 60 publications

(65 citation statements)

References 33 publications

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“…10 As such, interactive RW has recently been described as a metaphorical "resiliency workout" with intellectual stretching, building emotional muscle, and fostering ethical fitness 38 for the "marathon" of clinical practice. 5 In line with our objectives, guided critical reflective skills development has been shown to reduce stress and foster wellness in medical students, [39][40][41] and RW has been shown to positively influence students' capacity for empathy. 42 There is a richness of insight in students' RW and small-group reflection, and we observe students gaining a deeper understanding of themselves and their roles as physicians.…”

Section: A Rw Curriculum In a Family Medicine Clerkshipmentioning

confidence: 94%

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

et al. 2015

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Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

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Section: A Rw Curriculum In a Family Medicine Clerkshipmentioning

confidence: 94%

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

et al. 2015

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“…This study is based on a re-analysis of data from semi-structured interviews that originally took place within research into the effectiveness of clinical reflective practice [20]. Since the results of the original study suggested that students had become more creative as a result of the reflective process, we used the collected data to investigate in detail the issue of creativity.…”

Section: Methodsmentioning

confidence: 99%

“…Topics often addressed are how to cope with death, conflicts with peers, patients, how to react to unprofessional behavior, or negative feelings towards patients. The setting and the process stages used in the evaluated reflective practice format are described in more detail elsewhere [20]. …”

Section: Methodsmentioning

confidence: 99%

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Reflective practice and its role in facilitating creative responses to dilemmas within clinical communication - a qualitative analysis

et al. 2016

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BackgroundGood communication is a major factor in delivering high quality in care. Research indicates that current communication skills training alone might not sufficiently enable students to find context-specific creative solutions to individual complex personal and interpersonal challenges in the clinical context. This study explores medical students’ experiences with real communication dilemmas in a facilitated group setting. The aims were to gain a better understanding of whether and, if so, how reflective practice can enhance students’ ability to find creative individual solutions in difficult communication situations and to identify factors within the reflective setting that foster their creative competency.MethodsThematic content analysis was used to perform a secondary analysis of semi-structured interview data from a qualitative evaluation of a group reflective practice training for final-year medical students. The categories that arose from the iterative deductive-inductive approach were analyzed in light of current scientific understandings of creativity.ResultsReflection on real difficult clinical communication situations appears to increase medical students’ ability to handle such situations creatively. Although group reflection on clinical dilemmas involving personal aspects can stir up emotions, participating students stated they had learned a cognitive process tool that enhanced their communicative competence in clinical practice. They also described changes in personal attitudes: they felt more able to persevere and to tolerate ambiguity, described themselves more open and self-efficient in such complex clinical communication situations and thus more motivated. Furthermore, they reported on factors that were essential in this process, such as reflection on current and real challenges, a group format with a trainer.ConclusionsReflective practice providing a cognitive process tool and using real clinical challenges and trainer support in communication education may provide learners with the skills and attitudes to develop creativity in practice. Implementing reflection training in clinical communication education may increase students’ overall communicative competency.

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“…Participants seem to be enthusiastic and report enhanced ability to reflect on psychological issues, and participation seems to increase job satisfaction and reduce the risk of burnout [14][15][16][17]. Even if we do not know whether the physicians' group experience promotes patients' positive evaluations of the patient-physician relationship in clinical practice, it seems more than likely that taking part in case discussions based on clinical experiences would, at least to some extent, promote professional development and improve patient care.…”

Section: Introductionmentioning

confidence: 99%

A Balint-inspired reflective forum in oncology for medical residents: Main themes during seven years

Salander

Sandström

2014

Patient Education and Counseling

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A reflective practice intervention for professional development, reduced stress and improved patient care—A qualitative developmental evaluation

Cited by 60 publications

References 33 publications

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

Reflective practice and its role in facilitating creative responses to dilemmas within clinical communication - a qualitative analysis

A Balint-inspired reflective forum in oncology for medical residents: Main themes during seven years

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