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Published on: February 16, 2011
Making Reflective Practice by Interns Visible Through Digital Storytelling
Rebecca M Forrest1, Thomas C Iden2, Cherie Edwards2
1Department of Internal Medicine and program Director of the Internal Medicine Residency Program, Virginia Commonwealth University/VCU Health System, Richmond, VA, USA. rebecca.miller@vcuhealth.org.
Digital storytelling helps medical interns reflect on experiences shaping their professional identity and patient relationships. This technology-based reflection fosters deep understanding of their roles and challenges.
Area of Science:
- Medical Education
- Professional Identity Formation
- Digital Humanities
Background:
- Facilitated reflection supports medical trainees' professional development.
- Digital storytelling is a multimedia reflection tool aligned with Universal Design for Learning.
- Limited research exists on digital stories in graduate medical education.
Purpose of the Study:
- To explore themes in digital stories created by medical interns.
- To understand how these digital stories reflect transformative learning experiences.
- To analyze the impact of digital storytelling on physician identity formation.
Main Methods:
- Retrospective thematic analysis of 161 digital stories from Internal Medicine interns (2015-2019).
- Inductive approach used to identify themes from the digital narratives.
- Thematic saturation guided the analysis to ensure comprehensive theme identification.
Main Results:
- Three overarching themes emerged from the digital stories.
- Interns described realizing aspects of their professional identity.
- Interns reported deeper understanding and engagement with patients.
- Interns recognized the challenges inherent in the physician role.
Conclusions:
- This is the first thematic analysis of digital stories by graduate medical trainees.
- Digital storytelling effectively facilitates interns' reflection on professional identity and patient interactions.
- The modality supports sharing and understanding of physician role challenges, aligning with curricular objectives and professional identity domains.
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