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A framework to teach self-reflection for the remedial resident
Fok-Han Leung1, Savithri Ratnapalan
1St. Michael's Hospital, Department of Family and Community Medicine, 30 Bond Street, Toronto, ON, M5B 1W8, Canada. fokhan.leung@utoronto.ca
Medical Teacher
|February 25, 2011
Summary
Medical trainees often struggle with self-reflection, a key skill in adult education. This study proposes using environmental scanning to structure self-reflection within remediation curricula, fostering continuous quality improvement.
Area of Science:
- Medical Education
- Adult Learning Theory
Background:
- Medical residents requiring remediation rarely self-identify deficiencies in knowledge, skills, or attitudes.
- This highlights a deficit in self-reflection capabilities, a critical component of adult education.
- Remediation curricula must actively incorporate and emphasize self-reflection to address this gap.
Purpose of the Study:
- To determine how to structure self-reflection within a remediation curriculum for medical residents.
- To explore methods for enhancing self-awareness and reflective practice in medical trainees.
Main Methods:
- Adapting and applying the business concept of environmental scanning for use with remedial medical residents.
- Utilizing existing tools and frameworks to build a structure for regular reflection.
Main Results:
- Environmental scanning offers a rigorous business approach adaptable for personal continuous quality improvement.
- This structured approach can effectively foster self-reflection in medical trainees.
- Existing tools can be leveraged to create a foundation for environmental scanning in medical education.
Conclusions:
- Environmental scanning provides a structured methodology for both internal and external reflection.
- Implementing environmental scanning can enhance self-awareness and improve remediation outcomes for medical trainees.
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