‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’

Abstract

IntroductionThis study explored the reflective writing (RW) of senior medical students across a co-ordinated reflection education programme in General Practice, Paediatrics and Psychiatry clerkships during their transition to clinical clerkships. The study compared RW themes from within and across three clerkships in order to understand the influence clerkships had on experiential learning and developing professional identity. MethodsAll medical students in their penultimate year were invited to participate in the study. 135 reflection assignments were analysed. A qualitative thematic analysis of students' RW was performed. An inductive approach was used and data saturation was achieved.

A Critical Review of Professional Identity Formation Interventions in Medical Education

“…Two studies focused on both UME and GME. Reflective writing [24][25][26][27][28][29][30][31][32][33][34][35][36] and similar narrative-based activities [37][38][39][40][41][42] were the most common interventions (n = 19), followed by redesign or specific modules or courses (e.g., medical graphics/comics course) [43][44][45][46][47] (n = 5); longitudinal clinical experiences [48][49][50][51] (n = 4); curriculum interdisciplinary clinical activities [52][53][54][55] (n = 4); mentoring, apprenticeship, and coaching [56][57][58][59] (n = 4); support groups 60 (n = 1); self-directed learning 61 (n = 1); a patient partner program 62 (n = 1); longitudinal faculty development 63 (n = 1); mask making 64 (n = 1); an identity and inclusion committee 65 (n = 1); and discourse analysis of faculty interviews 66 (n = 1). Less than half of the studies included a definition of PIF, 35,…”

“…Several investigators adopted theoretical perspectives wherein identity formation is conceptualized as an active process incorporating individualist and social-contextual perspectives. 30,33,34,39,41,46,48,49,53,59,63 Interventions informed by this approach again included reflective and narrative writing across longitudinal experiences. Such longitudinal interventions included faculty development programs, 63 coaching, 59 and a professionalism curriculum.…”

Preparing for Pediatrics: Experiential Learning Helps Medical Students Prepare for Their Clinical Placement

“…These were spread across the four included rotation blocks. There were participants from rotation one (12), rotation two (5), rotation three (11) and rotation four (7). Our intention was to capture the experiences of students who participated in each of the rotations which occurred at different times throughout the year.…”

“…The timing of their pediatric rotation would determine which other specialties students had already completed in fourth year prior to their pediatric rotation, however, for most students their pediatric rotation is the first time they spend significant time interacting with children in a clinical setting. While some of the students' concerns about clinical placement are common to all placements, others differ between specialties, with the triadic nature of communication of particular concern in pediatrics (7).…”

Analisis Kualitatif Refleksi Diri Dokter Muda tentang Pembelajaran pada Stase Psikiatri di Fakultas Kedokteran Universitas Jember/RSD Dr. Soebandi Jember

“…Studi di Australia dan Indonesia menyebutkan bahwa mahasiswa umumnya memiliki sikap yang positif saat memasuki rotasi klinik di bagian Psikiatri, sementara studi di India menyiratkan sebaliknya (Lyons & Janca, 2015;Sianipar, 2017;Mohammed, Francis, & Divakaran, 2018). Secara spesifik, Stuart et al (2020) menyebutkan bahwa mahasiswa yang belum menjalani rotasi klinik di bagian Psikiatri cenderung memiliki stigma dan kekhawatiran terkait keamanan pribadinya saat nantinya menjalani stase. Meskipun begitu, secara kumulatif pandangan dokter muda terhadap Psikiatri cenderung netral.…”