Reflection and peer feedback for augmenting emotional intelligence among undergraduate students: A quasi-experimental study from a rural medical college in central India

Raut, Abhishek; Gupta, Subodh S

doi:10.4103/efh.efh_31_17

Cited by 13 publications

(11 citation statements)

References 20 publications

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“…° Censorship of thoughts and reflections when sharing with others [ 37 , 114 , 136 , 149 , 160 , 183 ]…”

Section: Resultsmentioning

confidence: 99%

“…° Lack of time and fatigue [ 29 , 119 , 136 , 138 , 157 , 161 , 167 – 169 , 176 , 181 , 193 , 196 , 226 , 232 , 233 ]…”

Section: Resultsmentioning

confidence: 99%

“…Lack of confidentiality and trust resulting in censorship of genuine thoughts and reflections [ 37 , 114 , 136 , 149 , 169 , 183 , 196 ]…”

Section: Resultsmentioning

confidence: 99%

“…It is suggested that RW does not cater to the different learning styles [ 220 , 232 ], cultures [ 190 ], roles, values, processes and expectations of RW [ 114 , 129 , 135 , 138 , 142 , 209 , 227 , 234 ], and physicians' differing levels of self-awareness [ 29 , 79 , 119 , 176 , 188 , 226 , 231 , 236 ], motivations [ 29 , 119 , 136 , 138 , 157 , 161 , 167 – 169 , 176 , 181 , 193 , 196 , 226 , 232 , 233 ] and willingness to engage in RW [ 37 , 114 , 136 , 149 , 160 , 183 ]. RW is also limited by poorly prepared physicians and misaligned expectations whilst a lack of privacy and a safe setting may precipitate physician anxiety at having their private thoughts shared [ 129 , 149 , 209 , 231 ].…”

Section: Resultsmentioning

confidence: 99%

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A systematic scoping review of reflective writing in medical education

Lim

Ong

et al. 2023

BMC Med Educ

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Background Reflective writing (RW) allows physicians to step back, review their thoughts, goals and actions and recognise how their perspectives, motives and emotions impact their conduct. RW also helps physicians consolidate their learning and boosts their professional and personal development. In the absence of a consistent approach and amidst growing threats to RW’s place in medical training, a review of theories of RW in medical education and a review to map regnant practices, programs and assessment methods are proposed. Methods A Systematic Evidence-Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure the two concurrent reviews. Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2022 in PubMed, Embase, PsychINFO, CINAHL, ERIC, ASSIA, Scopus, Google Scholar, OpenGrey, GreyLit and ProQuest. The Split Approach saw the included articles analysed separately using thematic and content analysis. Like pieces of a jigsaw puzzle, the Jigsaw Perspective combined the themes and categories identified from both reviews. The Funnelling Process saw the themes/categories created compared with the tabulated summaries. The final domains which emerged structured the discussion that followed. Results A total of 33,076 abstracts were reviewed, 1826 full-text articles were appraised and 199 articles were included and analysed. The domains identified were theories and models, current methods, benefits and shortcomings, and recommendations. Conclusions This SSR in SEBA suggests that a structured approach to RW shapes the physician’s belief system, guides their practice and nurtures their professional identity formation. In advancing a theoretical concept of RW, this SSR in SEBA proffers new insight into the process of RW, and the need for longitudinal, personalised feedback and support.

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“…° Censorship of thoughts and reflections when sharing with others [ 37 , 114 , 136 , 149 , 160 , 183 ]…”

Section: Resultsmentioning

confidence: 99%

“…° Lack of time and fatigue [ 29 , 119 , 136 , 138 , 157 , 161 , 167 – 169 , 176 , 181 , 193 , 196 , 226 , 232 , 233 ]…”

Section: Resultsmentioning

confidence: 99%

“…Lack of confidentiality and trust resulting in censorship of genuine thoughts and reflections [ 37 , 114 , 136 , 149 , 169 , 183 , 196 ]…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A systematic scoping review of reflective writing in medical education

Lim

Ong

et al. 2023

BMC Med Educ

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“…[28][29][30][31][32][33][34][35][36][37][38][39] Characteristics of the included studies can be found in Appendix 1. Of the 9 studies that were not included in the review, 3 utilized interventions lasting longer than one standard semester, [8,9,40] 2 were performed on nonnursing/medical students, [10,41] 2 utilized unestablished or unvalidated EI instruments, [42,43] 1 did not report the EI instrument utilized, [44] and 1 did not report any description of the intervention content. [45]…”

Section: Study Selectionmentioning

confidence: 99%

Educational interventions to improve emotional intelligence in nursing and medical students: A systematic review

Taylor

Hoch²,

Porter³

2022

JNEP

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Purpose: Emotional intelligence (EI) is a trainable skillset and has been shown to have a positive impact on clinician wellbeing, patient outcomes, and other personal and professional factors. This review aimed to evaluate and summarize current intervention strategies designed to improve EI in nursing and medical students.Results: Interventions varied by theme, content, learning activities, and duration. Nine different EI measurement instruments were utilized; learning outcomes were assessed by modified Kirkpatrick classifications. Nine out of 12 studies showed significant positive improvements in EI outcome measures post-intervention. Our review demonstrated moderate to high quality OCEBM level 1b and 2b evidence, moderate quality MERSQI/NOS-E risk of bias appraisal, and GRADE-defined desirable intervention effects with respect to positive modifications in Kirkpatrick identified learner perceptions and attitudes.Conclusions: Nearly all interventions resulted in positive change in EI. The greatest improvements resulted from intervention content relating to self-awareness, empathy, problem-solving, stress coping, and use/management of emotions, involved group-based learning activities, and were delivered in 10-15 hours spread over 8-12 weeks. No specific recommendations can be made about timing of interventions within nursing or medical professional curricula. Further research and development of objective behavioral EI skill assessments and patient outcomes is warranted.

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