'You are not alone.' An exploratory study on open-topic, guided collaborative reflection sessions during the General...

Area of Science:

• Medical Education
• Professional Development
• Qualitative Research

Background:

• Collaborative reflection sessions (CRSs) are utilized to support medical students' professional development during clinical placements.
• Effective facilitation of CRSs is crucial for optimizing learning and fostering lifelong learning skills.
• Limited understanding exists regarding the specific workplace experiences shared in CRSs and their impact on professional development.

Purpose of the Study:

• To explore the types of workplace experiences medical students share in open-topic CRSs.
• To identify learning gains derived from reflecting on these shared experiences.
• To assess students' perceptions of the value of CRSs for their professional development.

Main Methods:

• An exploratory study involving 99 medical students during their General Practice placement.
• Students openly shared workplace experiences without predefined topics.
• Thematic analysis was used for shared experiences and learning gains; descriptive statistics for perceptions.

Main Results:

• Four themes emerged from shared experiences: patient interactions, complex care, diagnostic/therapeutic considerations, and collegial issues.
• Six themes of learning gains were identified: learning from peers, metacognition, communication, self-regulation, team positioning, and documentation.
• Students reported learning from personal and peer reflections and valued CRSs as safe spaces for professional growth.

Conclusions:

• Open-topic, guided CRSs in General Practice placements offer a valuable learning environment for professional development.
• CRSs facilitate vicarious learning among peers and are perceived positively by students.
• The utility of CRSs may extend to other clinical placements.