Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education

Wald, Hedy S.; Reis, Shmuel

doi:10.1007/s11606-010-1347-4

Cited by 162 publications

(121 citation statements)

References 26 publications

(27 reference statements)

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“…15,20,32,[62][63][64][65][66][67] These assignments take various formats to suit learning styles and learning outcomes such as journals, 4 80 and peer-assessments, 81 all of which are effective tools for promoting and enhancing reflection. The medical, nursing, and allied health disciplines embrace journal writing as a means of encouraging the learner to look back on events and analyze them further, thereby promoting reflective thinking and practice.…”

Section: Tools Used In Reflective Practicementioning

confidence: 99%

Reflective Practice and Its Implications for Pharmacy Education

Tsingos

Bosnic‐Anticevich

Smith

2014

American Journal of Pharmaceutical Education

112

114

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Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.1-2 Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.

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Section: Tools Used In Reflective Practicementioning

confidence: 99%

Reflective Practice and Its Implications for Pharmacy Education

Tsingos

Bosnic‐Anticevich

Smith

2014

American Journal of Pharmaceutical Education

112

114

View full text Add to dashboard Cite

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“…[8][9][10][11][12][13][14][15][16][17][18][19][20][21] Many have described storytelling and reflective writing as methods to both teach and evaluate professional attitudes. 10,14,15,18,[22][23][24][25][26][27] Educational activities that include learner opportunities to gain perspective, time for reflection, and mentoring are successful strategies that work in teaching humanism 28 and empathy, 26,27,[29][30][31][32] part of professionalism. Professionalism is a core competency and foundation for palliative care (PC) as a field.…”

mentioning

confidence: 99%

The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?

Braun

Gill

Teal

et al. 2013

Journal of Palliative Medicine

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Background: Medical education leaders have called for a curriculum that proactively teaches knowledge, skills, and attitudes required for professional practice and have identified professionalism as a competency domain for medical students. Exposure to palliative care (PC), an often deeply moving clinical experience, is an optimal trigger for rich student reflection, and students' reflective writings can be explored for professional attitudes. Objective: Our aim was to evaluate the merit of using student reflective writing about a PC clinical experience to teach and assess professionalism. Methods: After a PC patient visit, students wrote a brief reflective essay. We explored qualitatively if/how evidence of students' professionalism was reflected in their writing. Five essays were randomly chosen to develop a preliminary thematic structure, which then guided analysis of 30 additional, randomly chosen essays. Analysts coded transcripts independently, then collaboratively, developed thematic categories, and selected illustrative quotes for each theme and subtheme. Results: Essays revealed content reflecting more rich information about students' progress toward achieving two professionalism competencies (demonstrating awareness of one's own perspectives and biases; demonstrating caring, compassion, empathy, and respect) than two others (displaying self-awareness of performance; recognizing and taking actions to correct deficiencies in one's own behavior, knowledge, and skill). Conclusions: Professional attitudes were evident in all essays. The essays had limited use for formal summative assessment of professionalism competencies. However, given the increasing presence of PC clinical experiences at medical schools nationwide, we believe this assessment strategy for professionalism has merit and deserves further investigation.

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“…9,11,36,37,39,92,93 Furthermore, research supports teaching and facilitating reflective practice in health professions education to develop students' understanding of its application for clinical practice. 94 The results of our study provide evidence for the positive impact that integrating varied, structured reflective practice activities into the curriculum has on the reflective-thinking ability of students.…”

Section: Discussionmentioning

confidence: 99%

“…For example, reflective writing as a tool to enhance reflective capacity is at the forefront of the published literature. 39 Reflective writing tools such as statements, 40,41 essays, 42,43 diaries, 44,45 logbooks, 46 portfolios [47][48][49][50][51][52][53][54] and journals [55][56][57][58][59] have been used to enhance the reflective thinking process.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

Lucas

Bosnic‐Anticevich

Schneider

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To determine the effectiveness of integrating reflective practice activities into a secondyear undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self-and peer reflection. Assessment. Student responses (n5214) to the adapted Kember et al 1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice.Keywords: pharmacy curriculum, reflective practice, reflective thinking, experimental crossover design, pharmacy teaching INTRODUCTIONReflective thinking and learning capacity is regarded as an essential attribute in the health professions to link theory with application and to address the challenges that arise in clinical practice. [2][3][4][5][6][7][8] However, evidence to support the integration of these skills and curricular innovations in health education remains largely theoretical.2 Furthermore, evidence of integration of reflective practice teaching and learning modules into curriculum is scant.Reflective practice is an umbrella term used to describe the professional strategy to constantly improve one's practice. 5 It is a cognitive process of understanding and evaluating the meaning of an experience within the context of one's previous experience, previous and existing knowledge, firmly held beliefs, and assumptions. 9,10 Through reflective practice, professionals continue to critique their skills, performance, outcomes, and behavior. It can be argued that constant critiquing of practice, upgrading skills and performance, and/or changing behavior, allows for better informed decisions and clinical judgments, 11 thus enabling improvement for future practice. 5,6,12,13 Integrating reflective practices into health education settings can enhance self-reflection 6 and fundamental reflective thinking ability.14 Integrating reflective learning activities may also assist with bridging pharmaceutical theory to the complexities of pharmacy practice. 7,10,[23][24][25][26][27][28][29][30][31][32] Subsequently, enhanced reflective thinking skills may better prepare students for the challenges that may arise in future clinical practice.Moreover, adopting reflective learning and thinking skills may enhance deep learning and develop metacognitive ability. 21 Enhancing metacognitive ability of pharmacy students can assist with imp...

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Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education

Cited by 162 publications

References 26 publications

Reflective Practice and Its Implications for Pharmacy Education

Reflective Practice and Its Implications for Pharmacy Education

The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

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