Development and pilot testing of a reflective learning guide for medical education.
Med Teach
; 33(10): e515-21, 2011.
Article
en En
| MEDLINE
| ID: mdl-21942487
ABSTRACT
BACKGROUND:
Reflection is increasingly incorporated into all levels of medical education but little is known about best practices for teaching and learning reflection.AIMS:
To develop a literature-based reflective learning guide for medical education and conduct a pilot study to determine whether (1) guide use enhances medical students' reflective writing skills and (2) reflective scores correlate with participant demographics and satisfaction.METHODS:
Guide development consisted of literature review, needs assessment, single institution survey, and educational leader consensus. The pilot cohort study compared professionalism reflections written with and without the guide by third-year medical students on their core obstetrics and gynecology rotation. Reflections were scored using a previously validated rubric. A demographics and satisfaction survey examined effects of gender and satisfaction, as well as qualitative analysis of optional written comments. Analyses used independent t-tests and Pearson's correlations.RESULTS:
We developed a two-page, literature-based guide in clinical Subjective-Objective-Assessment-Plan (SOAP) note format. There was a statistically significant difference, p < 0.001, in the reflection scores between groups, but no effects of gender or satisfaction. Student satisfaction with the guide varied widely.CONCLUSIONS:
A single exposure to a literature-based guide to reflective learning improved written reflections by third-year medical students.
Texto completo:
1
Banco de datos:
MEDLINE
Asunto principal:
Enseñanza
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Materiales de Enseñanza
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Escritura
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Desarrollo de Programa
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Educación Médica
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Aprendizaje
Tipo de estudio:
Etiology_studies
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Guideline
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Incidence_studies
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Observational_studies
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Qualitative_research
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Risk_factors_studies
Límite:
Female
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Humans
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Male
Idioma:
En
Año:
2011
Tipo del documento:
Article