Integrating professionalism in early medical education: The theory and application of reflective practice in the anatomy curriculum

Abstract

Renewed emphases on teaching professionalism require physicians to develop the ability to critically reflect upon their own decisions. Innovative programs that address teaching professionalism within medical curricula have been implemented in almost all medical schools. The foundation for many of these programs is "reflection," which is regarded as a core skill in professional competence. In order to achieve the desired outcomes and meet the demands of a required curriculum, an understanding of educational concepts in the designing of medical curricula is essential. Educators recognize that, for most medical students, professional growth is initiated during the first year of the medical curriculum and, therefore, traditionally pure content delivery courses such as first year anatomy course are being utilized now in order to explore issues related to critical thinking and professionalism. As a result, learning strategies such as "reflective practice" are beginning to play an important role in curriculum design. This article provides an overview of the theory of reflective practice, and demonstrates how reflective practice may be integrated into the anatomy curriculum. In order to incorporate reflective exercises into a curriculum, the basic elements of a reflective process are defined, strategies to implement reflective exercises within the course are described, and the benefits of reflective practice are highlighted. Therefore, in creating an environment that fosters reflective learning, the gap between theory and practice may be consolidated, which in the context of anatomy promotes the issue of teaching for relevance and clinical application.

A meta‐analysis of anatomy laboratory pedagogies

“…Another explanation may be that the process of discovering and presenting anatomical structures parallels diagnostic reasoning, the underpinnings of which are built on the tenants of observation, interpretation, and differential identification (Rizzolo and Stewart, 2006). While there is literature supporting the role for dissection in developing professional skills (Pawlina and Lachman, 2004;Escobar-Poni and Poni, 2006;Lachman and Pawlina, 2006), there remains a dearth of studies exploring the role of dissection alternatives in imparting such skills. Is the acquisition of professional skills inherent solely in donor dissection activities or is it perhaps integrated more holistically in the broader fabric of a well-rounded anatomy education curriculum?…”

The gross anatomy course: An analysis of its importance

“…In the context of future curriculum planning, it might be necessary to provide not only sufficient anatomical know-how (Bergman et al, 2008;Fitzgerald et al, 2008) but also professionalism training. The aforementioned professional competencies are qualities our students hope to gain during their studies (Skiles, 2005), and we as faculty are responsible for making these competencies part of our curricula (Lachman and Pawlina, 2006;Slotnick and Hilton, 2006). Some medical schools, including the Ulm University, have already started to implement these qualities in their graduate profile (Mueller et al, 2008).…”

Attitudes of healthcare students on gross anatomy laboratory sessions

“…In one study about medico-legal autopsy teaching, autopsies were found to carry a considerable hidden curriculum concerning attitudes of respect, empathy, and compassion (McNamee et al, 2009). Laboratories promote reflection (Lachman and Pawlina, 2006) and develop students' humanity.…”