What Can We Learn From Narratives in Medical Education?

Johna, Samir; Woodward, Brandon; Patel, Sunal

doi:10.7812/tpp/13-166

Cited by 24 publications

(28 citation statements)

References 13 publications

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“…Kanthan and Senger point to reflection ‘as an effective teaching/learning tool that may be implemented at any level of education’ to promote personal growth and enhance learning. Demonstrating the use of reflection to document and assess competencies, Johna et al . describe reflective writing as ‘an innovative tool for teaching and evaluating ACGME [Accreditation Council for Graduate Medical Education] core competencies’.…”

Section: Three Dominant Trends Of Reflection In the Medical Educationmentioning

confidence: 99%

“…Even when the word ‘tool’ is not explicitly mentioned, reflection is described as a means or mechanism to help learners achieve a particular learning outcome. Examples include reflective assignments as a way to help learners solve problems and cases, improve communication skills, enhance empathy and provide compassionate care, develop professionalism or physician identity, and learn CanMEDS roles and competencies …”

Section: Three Dominant Trends Of Reflection In the Medical Educationmentioning

confidence: 99%

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Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review

et al. 2015

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We argue for continued theorising of and theoretically informed applications of reflection, drawing upon epistemologies of practice and critical reflection as critical social inquiry. These directions offer medical education research broad and deep potential in theories of reflection, particularly in relation to knowledge creation within uncertain and complex situations, and challenging of dominant discourses and structures. Future work could explore how dominant epistemological positions and discourses in medicine influence theories from other disciplines when these theories are deployed in medical education.

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Section: Three Dominant Trends Of Reflection In the Medical Educationmentioning

confidence: 99%

Section: Three Dominant Trends Of Reflection In the Medical Educationmentioning

confidence: 99%

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review

et al. 2015

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“…Reflecting on what went badly or, preferable, "What I could have done differently/better." Encouraged to tie into a CBT formulation to structure the problem 81 To build resilience (broaden and build) 35,41 Reflective practice 82 To learn from experience 85 Asking the patients At end of session asking patients about positive and negative aspects of their experience. …”

Section: Collecting Little Gemsmentioning

confidence: 99%

The evaluation of a continuing professional development package for primary care dentists designed to reduce stress, build resilience and improve clinical decision-making

2017

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Introduction: Stress and burnout are widely accepted as a problem for primary care dental practitioners. Previous programmes to address this issue have met with some success. Burnout is associated with poor coping skills and emotion regulation, and increased rates of clinical errors. Anxiety is associated with poor decision-making and is thought to be associated with poor clinical decision-making. Attempts to improve decision-making use increasing meta-awareness and review of thinking processes. Bibliotherapy is an effective method of delivering cognitive behavioural therapy as self-help or guided self-help (with some therapist input) formats. Objective: To evaluate the efficacy of a specially designed CPD package which was designed to improve coping skills, build resilience and reduce the impact of anxiety on dentists' clinical decision-making. Design: A multi-centred quasi-experiment Setting: Lincolnshire and Nottinghamshire (England) 2014 Materials and methods: Thirty-five volunteer primary care dentists used two versions (selfhelp [SH] and guided self-help [GSH], which included a 3 hour workshop) of a specially written cognitive-behavioural-therapy bibliotherapy programme designed to improve wellbeing and decision-making. Main Outcome Measures:The main outcome measures were dentists' burnout, depression, anxiety, stress and decision-making style. Data were also collected on use and evaluation of the programme. Results: At 6 weeks there was a clinically and statistically significant reduction in depression, anxiety and stress levels, a statistically significant reduction in burnout (emotional exhaustion) and hypervigilant decision-making and an increase in personal achievement (burnout). The improvements in depression, stress, emotional exhaustion and hypervigilant decision-making were maintained at 6 months. Dentists were overwhelmingly positive in their evaluation of the project and used most of its contents. Conclusion: With the caveat of small numbers and the lack of a no-treatment control, this project demonstrated that a self-help package can be highly acceptable to dentists and, in the short-to-medium term, improve dentists' well-being and decision-making with implications for patient safety.

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“…In response, medical educators have developed tools that support the growth of reflective capacity in learners, or the ability to review, interpret and understand experiences in ways that achieve deeper meaning and guide future behaviour . Reflective writing is one such tool that is used increasingly in the context of learning portfolios …”

Section: Introductionmentioning

confidence: 99%

Considerations in the use of reflective writing for student assessment: issues of reliability and validity

et al. 2015

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What Can We Learn From Narratives in Medical Education?

Cited by 24 publications

References 13 publications

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review

The evaluation of a continuing professional development package for primary care dentists designed to reduce stress, build resilience and improve clinical decision-making

Considerations in the use of reflective writing for student assessment: issues of reliability and validity

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