Reflective writing in medical education

Philip Song, Rosalyn Stewart

Research output: Contribution to journalArticle

Abstract

Background: The teaching of reflection and the use of reflective writing assignments is commonplace in medical school education. There is a preponderance of research in medical education, which appraises and discusses new ways of teaching reflection. Aims: Students often complain about having to write about their experience with that patient. This work explores some of the reasoning between the variability of student acceptance of reflection in medical education. Methods: The method is based on available literature as well as a personal perspective regarding reflective writing in medical education. Results: Reflection is a skill that requires teaching and practice. It is within the explicit process of teaching reflection in medical education that reflective learners can be developed. Conclusions: Reflection includes the take-home lesson from patient encounters. Its use can help learners become better physicians in terms of medical and humanistic effectiveness and support personal growth.

Original languageEnglish (US)
Pages (from-to)955-956
Number of pages2
JournalMedical Teacher
Volume34
Issue number11
DOIs
StatePublished - Nov 2012

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Medical Education
Teaching
education
process of teaching
Students
school education
Medical Schools
student
acceptance
physician
Physicians
Growth
experience
Research

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Reflective writing in medical education. / Song, Philip; Stewart, Rosalyn.

In: Medical Teacher, Vol. 34, No. 11, 11.2012, p. 955-956.

Research output: Contribution to journalArticle

Song, Philip ; Stewart, Rosalyn. / Reflective writing in medical education. In: Medical Teacher. 2012 ; Vol. 34, No. 11. pp. 955-956.
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