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Related Experiment Videos

Creating pedagogical spaces for developing doctor professional identity.

D Jean Clandinin¹, Marie-Therese Cave

¹Centre for Research for Teacher Education and Development, Faculty of Education, University of Alberta, Edmonton, Alberta, Canada. jean.clandinin@ualberta.ca

Medical Education

|June 20, 2008

Summary

Narrative reflective practice using parallel charts helps medical residents develop their professional identities. This approach fosters integration of personal and professional experiences, affirming relational practice and understanding patient complexity.

Related Experiment Videos

Area of Science:

Medical Education
Professional Identity Development
Narrative Inquiry

Background:

Developing doctors' identities as skilled, compassionate, and ethical practitioners is a key challenge in medical education.
A narrative reflective practice approach offers a potential solution for cultivating holistic doctor identities.

Purpose of the Study:

To examine the effectiveness of a narrative reflective practice approach using parallel charts for developing doctor identity among residents.

Main Methods:

A 2006 study involved four family medicine residents writing 10 parallel charts over 10 weeks.
Residents participated in bi-weekly group sessions with researchers for narrative inquiry into their chart stories.

Main Results:

The narrative reflective practice process facilitated integration of practice across different cultural settings for one resident.
Another resident affirmed their relational approach to practicing medicine.
A third resident gained insight into the complexity of attending to patients' experiences.

Conclusions:

Creating pedagogical spaces for narrative inquiry is crucial for doctors to share and reflect on their experiences.
This approach enables doctors to develop personal narratives that guide their professional lives, integrating personal, professional, and cultural aspects within their practice contexts.