A review of creative and expressive writing as a pedagogical tool in medical education

Abstract

Writing was identified as a potentially relevant pedagogical tool, but not included as an essential component of medical school curricula.

Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes

“…It is conceivable that the specific act of expressive writing allows participants to reflect about their own personal experiences and emotional responses Rajagopalan et al vis-a-vis the content and context of the narrative, which then allows for contextualization to patient care in their training. 7 In our study we found that male learners had better perceived improvement in their well-being and indicated greater interest in having more sessions. This was in contrast with study by Chen et al 30 which reported that female learners experienced a greater initial improvement in empathy scores after undergoing a medical humanities program, although the empathy scores of male learners eventually caught up over time.…”

Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes

“…It is conceivable that the specific act of expressive writing allows participants to reflect about their own personal experiences and emotional responses Rajagopalan et al vis-a-vis the content and context of the narrative, which then allows for contextualization to patient care in their training. 7 In our study we found that male learners had better perceived improvement in their well-being and indicated greater interest in having more sessions. This was in contrast with study by Chen et al 30 which reported that female learners experienced a greater initial improvement in empathy scores after undergoing a medical humanities program, although the empathy scores of male learners eventually caught up over time.…”

Scoping reviews in medical education: A scoping review

“…We included 101 studies (See Appendix for a diagram of the inclusion process) 18‐118 . On average 10.1 scoping reviews (SD = 13.1, median = 4, range 0‐42) were published annually (See Appendix ) with the most published in 2019 (n = 42; 41.6%).…”

“…The first scoping review in our sample was published in 2011. Scoping reviews were featured in 13 of the 14 journals with Academic Medicine (n = 28, 27.7%), 18,24,33,35‐38,44,48,49,52,55,58,61,62,68,72,73,76,90,92,94,97,100,104,112,115,116 Medical Education (n = 18, 17.8%) 20,22,27,32,40,46,56,60,63,65‐67,77,103,108‐111 and BMC Medical Education (n = 16, 15.8%) 19,26,29,39,45,50,51,58,69,70,84,85,87,96,105,113 publishing the most. Clinical Teacher did not publish any scoping reviews during this time period.…”

“…Clinical Teacher did not publish any scoping reviews during this time period. Thirty‐eight scoping reviews (37.6%) 19,26,28,34,38,40,41,44,49,51,53,58,60,62,65,66,70,72‐75,87,88,90,92,96,97,100‐102,105,106,109,110,112,117 reported funding that supported the work with nearly half (39.5%) 41,44,49,70,72,73,75,87,88,90,92,100,101,105,115 of those funded receiving public funds. All reviews synthesised journal articles, with 28.7% (n = 29) also including book chapters, grey literature, dissertations, websites, posters and conference proceedings 19,23,30,31,34,38‐40,42,51,56,57,59,61,63,64,71,75,76,88,92,93,95,99,104,106,108,114,117 .…”

“…A single review featured one author only 111 . Lead authors were based in 16 countries with the majority in Canada (n = 31, 30.7%), 18,19,22,24,28,37,40,47,57,62,71,80,81,86,94,95,97‐100,102,103,106,108,112‐118 the United States (n = 27, 26.7%) 32,35,36,38,41‐45,48,49,52‐55,59,61,68,72‐74,77,82,91,92,104,109 and Australia (n = 9, 8.9%) 30,46,58,67,75,79,89,93,96 . In 23 reviews (22.8%), authors described their team members' backgrounds and expertise in relation to their scoping review 20‐22,27,33,34,43,44,58,60,66,67,71‐74,76,86,88,97,99,104,112 .…”

Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes

“…It is conceivable that the specific act of expressive writing allows participants to reflect about their own personal experiences and emotional responses Rajagopalan et al vis-a-vis the content and context of the narrative, which then allows for contextualization to patient care in their training. 7 In our study we found that male learners had better perceived improvement in their well-being and indicated greater interest in having more sessions. This was in contrast with study by Chen et al 30 which reported that female learners experienced a greater initial improvement in empathy scores after undergoing a medical humanities program, although the empathy scores of male learners eventually caught up over time.…”

Scoping reviews in medical education: A scoping review

“…We included 101 studies (See Appendix for a diagram of the inclusion process) 18‐118 . On average 10.1 scoping reviews (SD = 13.1, median = 4, range 0‐42) were published annually (See Appendix ) with the most published in 2019 (n = 42; 41.6%).…”

“…The first scoping review in our sample was published in 2011. Scoping reviews were featured in 13 of the 14 journals with Academic Medicine (n = 28, 27.7%), 18,24,33,35‐38,44,48,49,52,55,58,61,62,68,72,73,76,90,92,94,97,100,104,112,115,116 Medical Education (n = 18, 17.8%) 20,22,27,32,40,46,56,60,63,65‐67,77,103,108‐111 and BMC Medical Education (n = 16, 15.8%) 19,26,29,39,45,50,51,58,69,70,84,85,87,96,105,113 publishing the most. Clinical Teacher did not publish any scoping reviews during this time period.…”

“…Clinical Teacher did not publish any scoping reviews during this time period. Thirty‐eight scoping reviews (37.6%) 19,26,28,34,38,40,41,44,49,51,53,58,60,62,65,66,70,72‐75,87,88,90,92,96,97,100‐102,105,106,109,110,112,117 reported funding that supported the work with nearly half (39.5%) 41,44,49,70,72,73,75,87,88,90,92,100,101,105,115 of those funded receiving public funds. All reviews synthesised journal articles, with 28.7% (n = 29) also including book chapters, grey literature, dissertations, websites, posters and conference proceedings 19,23,30,31,34,38‐40,42,51,56,57,59,61,63,64,71,75,76,88,92,93,95,99,104,106,108,114,117 .…”

“…A single review featured one author only 111 . Lead authors were based in 16 countries with the majority in Canada (n = 31, 30.7%), 18,19,22,24,28,37,40,47,57,62,71,80,81,86,94,95,97‐100,102,103,106,108,112‐118 the United States (n = 27, 26.7%) 32,35,36,38,41‐45,48,49,52‐55,59,61,68,72‐74,77,82,91,92,104,109 and Australia (n = 9, 8.9%) 30,46,58,67,75,79,89,93,96 . In 23 reviews (22.8%), authors described their team members' backgrounds and expertise in relation to their scoping review 20‐22,27,33,34,43,44,58,60,66,67,71‐74,76,86,88,97,99,104,112 .…”

Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes

“…It is conceivable that the specific act of expressive writing allows participants to reflect about their own personal experiences and emotional responses Rajagopalan et al vis-a-vis the content and context of the narrative, which then allows for contextualization to patient care in their training. 7 In our study we found that male learners had better perceived improvement in their well-being and indicated greater interest in having more sessions. This was in contrast with study by Chen et al 30 which reported that female learners experienced a greater initial improvement in empathy scores after undergoing a medical humanities program, although the empathy scores of male learners eventually caught up over time.…”

Scoping reviews in medical education: A scoping review

“…We included 101 studies (See Appendix for a diagram of the inclusion process) 18‐118 . On average 10.1 scoping reviews (SD = 13.1, median = 4, range 0‐42) were published annually (See Appendix ) with the most published in 2019 (n = 42; 41.6%).…”

“…The first scoping review in our sample was published in 2011. Scoping reviews were featured in 13 of the 14 journals with Academic Medicine (n = 28, 27.7%), 18,24,33,35‐38,44,48,49,52,55,58,61,62,68,72,73,76,90,92,94,97,100,104,112,115,116 Medical Education (n = 18, 17.8%) 20,22,27,32,40,46,56,60,63,65‐67,77,103,108‐111 and BMC Medical Education (n = 16, 15.8%) 19,26,29,39,45,50,51,58,69,70,84,85,87,96,105,113 publishing the most. Clinical Teacher did not publish any scoping reviews during this time period.…”

“…Clinical Teacher did not publish any scoping reviews during this time period. Thirty‐eight scoping reviews (37.6%) 19,26,28,34,38,40,41,44,49,51,53,58,60,62,65,66,70,72‐75,87,88,90,92,96,97,100‐102,105,106,109,110,112,117 reported funding that supported the work with nearly half (39.5%) 41,44,49,70,72,73,75,87,88,90,92,100,101,105,115 of those funded receiving public funds. All reviews synthesised journal articles, with 28.7% (n = 29) also including book chapters, grey literature, dissertations, websites, posters and conference proceedings 19,23,30,31,34,38‐40,42,51,56,57,59,61,63,64,71,75,76,88,92,93,95,99,104,106,108,114,117 .…”

“…A single review featured one author only 111 . Lead authors were based in 16 countries with the majority in Canada (n = 31, 30.7%), 18,19,22,24,28,37,40,47,57,62,71,80,81,86,94,95,97‐100,102,103,106,108,112‐118 the United States (n = 27, 26.7%) 32,35,36,38,41‐45,48,49,52‐55,59,61,68,72‐74,77,82,91,92,104,109 and Australia (n = 9, 8.9%) 30,46,58,67,75,79,89,93,96 . In 23 reviews (22.8%), authors described their team members' backgrounds and expertise in relation to their scoping review 20‐22,27,33,34,43,44,58,60,66,67,71‐74,76,86,88,97,99,104,112 .…”