Medical students' experiences and needs from written reflective journal feedback
Lior Rozental1, Dafna Meitar1, Orit Karnieli-Miller1
1Department of Medical Education, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel.
Medical Education
|November 3, 2020
Summary
Medical students found feedback meaningful when it was supportive, validating emotions, and sharing experiences. Impersonal or critical feedback was detrimental to learning and motivation.
Area of Science:
- Medical Education
- Professional Development
- Communication Skills
Background:
- Reflective ability is crucial for medical professionalism and communication.
- Written reflective journals are used to enhance this skill, with feedback being essential.
- Educators face challenges in anticipating student reception of their feedback.
Purpose of the Study:
- To examine medical students' experiences with educators' written feedback on reflective journals.
- To identify components of feedback that students perceive as meaningful or less meaningful.
- To understand student needs regarding feedback on reflective writing.
Main Methods:
- Qualitative immersion/crystallization analysis of 60 feedback texts provided to 15 medical students.
- Analysis of student-identified meaningful and less meaningful feedback.
- In-depth semi-structured interviews to explore student experiences with feedback components.
Main Results:
- Meaningful feedback included supportive statements, emotion legitimization, shared experiences, reflective questions, and focus on student concerns.
- Less meaningful feedback was characterized by detachment, impersonal tone, criticism, and brevity.
- Positive feedback components increased engagement; negative components decreased attention and effort.
Conclusions:
- Effective reflective feedback requires supporting students emotionally and intellectually.
- Feedback should validate student experiences and encourage deeper reflection.
- A self-assessment mnemonic ('FEEDBACK') was developed to aid educators in providing constructive feedback.
More Related Videos
08:33A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
Published on: September 4, 2019
7.3K
13:44Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
4.0K
Related Concept Videos
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
01:13Patient-centered Care
Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
01:25Critical Thinking II
Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
01:11Guidelines for Writing Outcome
When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...
01:20Introduction to Documentation and Reporting
Documentation is the systematic process of formally recording, maintaining, and communicating information.
Nursing documentation records essential information and details regarding a patient's care and treatment in written or electronic form. It is a critical aspect of nursing practice that involves documenting assessments, interventions, outcomes, and other relevant details about a patient's health status.
Documentation maps the patient's health journey by creating a comprehensive and precise...
Nursing documentation records essential information and details regarding a patient's care and treatment in written or electronic form. It is a critical aspect of nursing practice that involves documenting assessments, interventions, outcomes, and other relevant details about a patient's health status.
Documentation maps the patient's health journey by creating a comprehensive and precise...
01:21Methods of Documentation III: PIE
Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations: