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Addressing learner anxiety via reflective practice.

Jonathan Y Siden1, Jennifer Murphy2, Meg Wolff3

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Summary
This summary is machine-generated.

A new online reflection module helps medical students process anxiety from sensitive physical exams. This low-resource tool supports emotional processing and learning, proving beneficial for students, especially younger ones.

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Area of Science:

  • Medical Education
  • Psychology
  • Curriculum Development

Background:

  • Medical students often experience anxiety during sensitive physical exams.
  • Reflection is a key strategy for processing challenging educational experiences.
  • Developing effective reflection tools is crucial for medical training.

Purpose of the Study:

  • To develop and evaluate an online reflection module for sensitive physical exam instruction.
  • To enhance medical students' ability to process anxiety and find meaning in challenging clinical encounters.
  • To provide a low-resource, asynchronous tool to support student learning.

Main Methods:

  • Utilized Kern's Six Step Method for curriculum development, including a needs assessment.
  • Designed an optional, asynchronous online module based on educational reflection theory.
  • Incorporated pre- and post-instruction reflection activities focusing on goals, values, and emotions.

Main Results:

  • Students found the module a useful modality for reflection.
  • Key helpful elements included naming emotions, clarifying goals/values, and pre/post-reflection opportunities.
  • Younger students reported particular benefit from the module.

Conclusions:

  • An online, asynchronous reflection module is a feasible and effective method for students to reflect on challenging learning experiences.
  • The module can be adapted for various educational activities beyond sensitive exams, such as anatomy dissection or ethics workshops.
  • This approach offers a low-resource solution to support emotional processing and learning in medical education.