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Area of Science:

  • Medical Education
  • Professional Identity Formation
  • Empathy Development

Background:

  • Reflective writing is crucial for medical student professional identity formation (PIF) and empathy.
  • Real-time, brief reflections (RTBRs) offer a contextual, familiar, and efficient method for reflection.

Purpose of the Study:

  • To evaluate the utility of RTBRs in a primary care setting for medical student development.
  • To explore student perspectives on using RTBRs for learning.

Main Methods:

  • Fourth-year medical students utilized RTBRs during primary care rotations.
  • Qualitative analysis of RTBRs was performed using a developed codebook.
  • Student feedback on the RTBR tool was collected.

Main Results:

  • RTBR content included descriptive, emotional, and cognitive elements.
  • Student growth codes (new perspective, practice change, human component of care) were identified in 48% of reflections.
  • Students found RTBRs aided deeper thinking (100%), memory recall (89%), and were a valuable use of time (78%).

Conclusions:

  • RTBRs are a well-received tool for deep, contextual reflection.
  • This method efficiently facilitates the development of professional identity and empathy in medical students.