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"Tweet"-format reflective writing: A hidden needs assessment?
Dressler, Jeremy A; Ryder, Beth A; Monteiro, Kristina; Cheschi, Erin; Connolly, Michael; Miner, Thomas J; Harrington, David T.
Afiliação
  • Dressler JA; Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: Jeremy.Dressler@lifespan.org.
  • Ryder BA; Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: BRyder@usasurg.org.
  • Monteiro K; Office of Medical Education, Warren Alpert School of Medicine, 222 Richmond Street, Providence, RI, 02903, United States. Electronic address: Kristina_monteiro@brown.edu.
  • Cheschi E; Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: erin.cheschi@lifespan.org.
  • Connolly M; Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: Mconnolly5@lifespan.org.
  • Miner TJ; Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: TMiner@usasurg.org.
  • Harrington DT; Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: DHarrington@usasurg.org.
Am J Surg ; 217(2): 314-317, 2019 02.
Article em En | MEDLINE | ID: mdl-30301518
BACKGROUND: Medical student reflection is integral for professional development. Preliminary findings suggest that short-format writing promotes reflection and identifies impactful experiences. We sought to determine whether reflective writing could be used as a clerkship needs assessment. METHODS: During their surgical clerkship, medical students submitted "tweet"-format reflections and completed a standardized evaluation. "Tweet" content was analyzed using modified grounded theory methods and coded by valence, content, and reflection. Sub-coding was conducted to compare feedback between "tweets" and evaluations. RESULTS: We analyzed 286 reflections and 214 evaluation comments; 176 "tweets" were reflective (62%). "Tweets" commented on "patient interaction" (53%), "educational experience" (38%), "physician interaction" (26%), and "career decisions" (10%). A significant difference was observed between "tweets" and evaluations with regard to the number that provided feedback on experiences with "critically ill or dying patients." CONCLUSIONS: Reflections provided real-time reactions to impactful clerkship events, notably those involving critically ill or dying patients. This focus on illness may represent an unmet need for discussions related to end of life care. Overall, reflections provided more actionable feedback compared to evaluations.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Medicina / Pensamento / Redação / Estágio Clínico / Competência Clínica / Currículo / Educação de Graduação em Medicina Tipo de estudo: Observational_studies / Prognostic_studies / Qualitative_research Limite: Humans Idioma: En Revista: Am J Surg Ano de publicação: 2019 Tipo de documento: Article País de publicação: Estados Unidos

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Medicina / Pensamento / Redação / Estágio Clínico / Competência Clínica / Currículo / Educação de Graduação em Medicina Tipo de estudo: Observational_studies / Prognostic_studies / Qualitative_research Limite: Humans Idioma: En Revista: Am J Surg Ano de publicação: 2019 Tipo de documento: Article País de publicação: Estados Unidos