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The road to professionalism: reflective practice and reflective learning.

William T Branch¹

¹Emory University School of Medicine, 49 Jesse Hill Jr Drive, Suite 446, Atlanta, GA 30303, United States. wbranch@emory.edu

Patient Education and Counseling

|June 24, 2010

Summary

Longitudinal educational programs fostering reflective and experiential learning significantly enhance humanistic values and physician skills. These programs offer a transformative approach for medical students, residents, and faculty.

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Area of Science:

Medical Education
Humanistic Medicine
Professional Development

Background:

Developing humanistic physicians requires targeted educational strategies.
Medical education must cultivate patient communication skills and professional values.
Long-term programs are essential for shaping physician attitudes and behaviors.

Purpose of the Study:

To describe educational programs aimed at fostering humanistic physicians.
To evaluate the impact of these programs on medical students, residents, and faculty.
To document the outcomes of a 22-year educational initiative.

Main Methods:

Longitudinal small-group learning sessions.
Integration of reflective and experiential learning methodologies.
Qualitative analysis of learning processes and quantitative outcome evaluation via surveys.

Main Results:

Key program elements included longitudinal small groups, supportive processes, reflective learning, and skills-based experiential learning.
Qualitative data revealed transformative effects on learners.
Statistically significant outcomes were achieved in enhancing skills, values, attitudes, and behaviors.

Conclusions:

Longitudinal programs combining critical reflection and skills mastery enhance humanistic values.
These educational approaches can have transformative effects on medical professionals.
The described programs provide a model for future humanistic physician education.