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The reflective writing class blog: using technology to promote reflection and professional development
Katherine Chretien1, Ellen Goldman, Charles Faselis
1Washington DC VA Medical Center, Washington, DC 20422, USA. Katherine.Chretien@med.va.gov
Journal of General Internal Medicine
|October 3, 2008
Summary
Web-based blogs effectively promote medical students' professional development and reflection. This technology helps uncover the hidden curriculum and enhances learning through peer and instructor feedback.
Area of Science:
- Medical Education
- Digital Learning Technologies
- Professional Development
Background:
- The informal curriculum negatively impacts medical students' humanism and professional growth.
- Educational strategies like mentorship, role-modeling, and feedback are recommended to address this.
- There is a need for innovative approaches to foster reflective practice.
Purpose of the Study:
- To enhance medical students' reflection on professional development.
- To utilize collaborative, web-based technology for educational purposes.
- To explore the impact of digital tools on student learning and self-awareness.
Main Methods:
- A four-week basic medicine clerkship rotation was implemented over one year.
- Students posted reflections on a class web log (blog) and provided peer feedback.
- Instructor feedback was provided to stimulate further reflection, with anonymity options available.
Main Results:
- 91 students authored 177 blog posts, with one-third providing peer feedback.
- Most students found the blog activity engaging and instructor feedback beneficial.
- Reflective posts primarily focused on behavior and affect, with some offering insights into the hidden curriculum.
Conclusions:
- Web-based blogs can successfully foster student reflection on professional development.
- This technology aids in uncovering and understanding the hidden curriculum.
- Blogs offer a valuable platform for enhancing medical education and professional growth.
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