Sailing through social LA GRRAACCEESS: tool for deconstructing and facilitating reflective and reflexive practice

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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“…° Reflection on clinical situations or incidents to rationalise behaviour retrospectively [ 37 , 174 , 177 , 224 , 225 ]…”

Section: Resultsmentioning

confidence: 99%

“…Could distract learners from spending time on technical skills or knowledge acquisition [ 207 , 225 ]…”

Section: Resultsmentioning

confidence: 99%

A systematic scoping review of reflective writing in medical education

Lim

Ong

et al. 2023

BMC Med Educ

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“…Similes, is a member of Familieplatform, and likewise is a non‐profit organisation advocating for more family involvement in mental healthcare. Each of these three interlocutors are consciously aware of, reflexive and responsive to the Social Graces (e.g., Burnham, 1993; Smith, 2016) as they adopt a pluralistic model and aim to include minority groups (i.e., minority groups due to their race, ethnicity, disability, LGBTQ+ status, class, religion, etc.). This is reflected in the policies of the different organisations and member organisations.…”

Section: Figurementioning

confidence: 99%

“…Finally, the execution of a thorough network and stakeholder analyses to reveal overlooked important stakeholders and other important influencers might potentially optimise our change process and ensure that the cultural change sticks beyond the department's frontiers. In relation to the Social Graces (e.g., Burnham, 1993; Smith, 2016), we must acknowledge that even though our institution's general policy is to focus on and enable diversity and pluralism in all segments of the organisation, generally in Belgium certain minority groups remain difficult to reach in psychiatric institutions (Meys et al, 2014), as in our Department of Psychiatry. Consequently, this trend is also reflected in the group of involved family caregivers.…”

Section: Looking Back To Move Forward: Reflections On the Strengths A...mentioning

confidence: 99%

Family involvement in psychiatry: Beyond implementing family interventions

Corte

Parys

Pauwels³

et al. 2022

Journal of Family Therapy

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Families are often primary caretakers for patients with psychiatric disorders and may feel burdened by caregivers' distress (Fadden et al., 1987;Ohaeri, 2003;Platt, 1985). In the last decade, the Belgian mental healthcare system has reformed to reduce the number of inpatient psychiatric beds (Nicaise et al., 2014). Consequently, this reform has increased the level of anticipated care provided in the home context, without any subsequent increase in outpatient options or family support and involvement. Families who participate throughout treatments understand mental health problems more, feel more supported and provide better care (Peters et al., 2011;Wonders

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“…• It should also be extended to include anatomical differences, behavioural responses, and language, because communication differentiates and illuminates social group membership (Smith, 2016).…”

Section: The Social Graces Modelmentioning

confidence: 99%

Autism and Learning Disabilities: A relational-intersectional perspective

Cano

2022

Murmurations

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In this article, I develop a relational-intersectional perspective in my work with autistics with learning disabilities and their paid care staff in social care in England. I propose and illustrate a shift from normalisation to depathologisation in autism as it has already occurred with “homosexuality” classified as a mental disorder in the 70s. I also explore the performativity of “being LGBTQ+” and “being autistic” in a neurotypical-heteronormative-ableist-led society. I point out a possible confluence of intersectionality and the social graces model. I also dig into what research tells us about the lives of people with learning disabilities and autism and the lives of care workers in social care. Finally, I emphasise the benefits of working from a relational-intersectional perspective in a relational approach that has social justice at the heart of its values.

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Sailing through social LA GRRAACCEESS: tool for deconstructing and facilitating reflective and reflexive practice

Cited by 6 publications

References 64 publications

A systematic scoping review of reflective writing in medical education

A systematic scoping review of reflective writing in medical education

Family involvement in psychiatry: Beyond implementing family interventions

Autism and Learning Disabilities: A relational-intersectional perspective

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