Peer-Facilitated Virtual Action Learning: Reflecting on Critical Incidents During a Pediatric Clerkship

Plack, Margaret M.; Driscoll, Maryanne; Márquez, María Silvina; Greenberg, Larrie

doi:10.1016/j.acap.2009.11.007

Cited by 25 publications

(19 citation statements)

References 19 publications

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“…The majority of qualitative studies employed interviews and focus groups of medical students to explore their self-identified understanding of the hidden curriculum; however, some studies used non-institution specific surveys such as Australia’s Critical Reflection Tool to analyze the informal elements of their curriculum. 59 A number of investigators plumbed student and faculty reflections—written on paper and online—to find information relating to hidden curriculum 11,41,60–62 ; however, the effectiveness of these methods for identifying the hidden curriculum is dependent on the definition of the term itself, something that is up for debate.…”

Section: Resultsmentioning

confidence: 99%

The Hidden Curricula of Medical Education: A Scoping Review

et al. 2018

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Section: Resultsmentioning

confidence: 99%

The Hidden Curricula of Medical Education: A Scoping Review

et al. 2018

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“…This indicates that students who experience challenging or conflicting situations in a clinical setting do not process them at a cognitive level, which is important in order to achieve academic or personal benefits from the experience. Critical reflection has been linked with better professional development (Andersen, Hansen, Søndergaard, & Bro, 2008 ; Boenink, Oderwald, De Jonge, Van Tilburg, & Smal, 2004 ; Mann, Gordon, & MacLeod, 2009 ; Plack, Driscoll, Marquez, & Greenberg, 2010 ). If medical students do not engage in reflection to the level of integrating the learning from the reflection into future practice, then it is likely they are not progressing to the reconstructive phase of the clinical learning, where behavior change occurs.…”

Section: Discussionmentioning

confidence: 99%

Do critical incidents lead to critical reflection among medical students?

Montgomery

Doulougeri

Panagopoulou

2021

Health Psychology and Behavioral Medicine

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Context Medical students are exposed during their training to a wide range of experiences and behaviors that can affect their learning regarding professionalism and their behavior and attitudes towards patient-centered care. The aim of the study is to explore learning associated with critical incidents and levels of critical reflection among medical students. Approach Medical students’ were invited to narrate a critical incident and reflect on the learning associated with it. All students’ narratives were audio-recorded and analyzed thematically. Mezirow’s theory of transformative learning was used to analyze the level of reflection reached in students’ narratives. Findings For the present analysis critical incidents narrated by 70 clinical students (4th–6th year) were included. Fifty-two of them were females. Students’ experiences are derived from three types of interactions: observed interactions between doctors and patients, personal interactions between students and patients, and interactions between doctors and students. Reflections deriving from the experiences included: behaving to patients as humans not as cases, emotional aspects of care, doctors as role models, skills needed when working under pressure, ‘tasting’ the real profession, emotional management, the importance of communication skills, teaching qualities of doctors, becoming a doctor, and reflections of future practice. Analyzing the actual level of reflection indicated that only 32 (45.7%) students were categorized as reflectors. Conclusions Student interactions with doctors and patients provide insights about; the daily experience of being a doctor, the most common challenges, what qualities are necessary for being a doctor and what do they need to develop their professional identity. However, it is noteworthy that while the majority of students shared a critical incident crucial to their professional development, there is little evidence of critical reflection.

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“…Coaches meet with students in groups and individually on a quarterly basis to promote professional identity formation and clinical competency. The quarterly group meetings focus on a critical incident [44] topic related to professional identify formation. Examples include engaging students in reflection and discussion of challenges they are struggling with related to their experiences in a clinical situation.…”

Section: Coaching In the Clerkship And Post-clerkship Phase Of The Cumentioning

confidence: 99%

You can have both: Coaching to promote clinical competency and professional identity formation

et al. 2020

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Coaching is a critical tool to guide student development of clinical competency and formation of professional identity in medicine, two inextricably linked concepts. Because progress toward clinical competence is linked to thinking, acting and feeling like a physician, a coach's knowledge about a learner's development of clinical skills is essential to promoting the learner's professional identity formation. A longitudinal coaching program provides a foundation for the formation of coach-learner relationships built on trust. Trusting relationships can moderate the risk and vulnerability inherent in a hierarchical medical education system and allow coaching conversations to focus on the promotion of self-regulated learning and fostering skills for lifelong learning. Herein, we describe a comprehensive, longitudinal clinical coaching program for medical students designed to support learners' professional identify formation and effectively promote their emerging competence.

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Peer-Facilitated Virtual Action Learning: Reflecting on Critical Incidents During a Pediatric Clerkship

Cited by 25 publications

References 19 publications

The Hidden Curricula of Medical Education: A Scoping Review

The Hidden Curricula of Medical Education: A Scoping Review

Do critical incidents lead to critical reflection among medical students?

You can have both: Coaching to promote clinical competency and professional identity formation

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