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Creating Reflective Space for Reflective and "Unreflective" Medical Students: Exploring Seminal Moments in a

Bruce H Campbell1, Robert Treat, Benjamin Johnson

  • 1B.H. Campbell is professor of otolaryngology and communication sciences, Medical College of Wisconsin, Milwaukee, Wisconsin; ORCID: https://orcid.org/0000-0001-9485-5728. R. Treat is associate professor of emergency medicine and director of measurement and evaluation, Office of Academic Affairs, Medical College of Wisconsin, Milwaukee, Wisconsin; ORCID: https://orcid.org/0000-0003-2291-3858. B. Johnson is an otolaryngology resident, Wayne State University, Detroit, Michigan. A.R. Derse is the Julia and David Uihlein Chair in Medical Humanities, professor of bioethics and emergency medicine, and director, Center for Bioethics and Medical Humanities, Medical College of Wisconsin, Milwaukee, Wisconsin.

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|February 27, 2020
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Summary
This summary is machine-generated.

Medical students often feel unreflective, but workshops integrating personal statements with reflective writing improved their clarity on clinical encounters. Most students found these sessions surprisingly insightful, enhancing their reflection skills.

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Area of Science:

  • Medical Education
  • Physician Training
  • Reflective Practice

Background:

  • Reflection is crucial for physicians, yet medical students may perceive themselves as unreflective.
  • Developing reflective skills is essential for navigating complex clinical and personal experiences during medical training.

Purpose of the Study:

  • To provide third-year medical students with opportunities for reflective writing.
  • To explore seminal clinical and personal moments through guided writing workshops.
  • To enhance the development of reflective practice in medical students preparing residency applications.

Main Methods:

  • Developed and facilitated 1.5- to 2-hour workshops for third-year medical students.
  • Paired personal statement preparation with reflective writing and group reflection activities.
  • Utilized anonymous pre- and post-session questionnaires to assess student perceptions and experiences.

Main Results:

  • Students significantly misperceived peers' views on reflective activities, with more students believing their peers found them a waste of time (39%) than actually did (19%).
  • A majority of students (57%) were surprised by their writing's quality and insight, and 77% agreed the session enhanced their clarity on clinical encounters.
  • Positive written comments predominated, indicating perceived value despite initial skepticism.

Conclusions:

  • Reflective writing workshops can effectively enhance medical students' ability to reflect on clinical experiences.
  • Addressing misperceptions about peer attitudes towards reflective practice is important for engagement.
  • Further integration of narrative medicine techniques may further support student development in reflective practice.