A systematic scoping review on group non-written reflections in medical education

被引:5
|
作者
Burla, Neha [1 ,2 ]
Ong, Rui Song Ryan [1 ,2 ]
Chee, Ryan Choon Hoe [1 ,2 ]
Wong, Ruth Si Man [1 ,2 ]
Neo, Shao Yun [1 ,2 ]
Hamid, Nur Amira Binte Abdul [3 ]
Lim, Crystal [4 ]
Ong, Eng Koon [2 ,3 ,5 ,6 ]
Somasundaram, Nagavalli [3 ,5 ,7 ]
Krishna, Lalit Kumar Radha [1 ,2 ,3 ,5 ,8 ,9 ,10 ,11 ]
机构
[1] Natl Univ Singapore, Yong Loo Lin Sch Med, NUHS Tower Block, 1E Kent Ridge Rd, Level 11, Singapore 119228, Singapore
[2] Natl Canc Ctr Singapore, Div Support & Palliat Care, 30 Hosp Blvd, Singapore 168583, Singapore
[3] Natl Canc Ctr Singapore, Div Canc Educ, 30 Hosp Blvd, Singapore 168583, Singapore
[4] Singapore Gen Hosp, Med Social Serv, Outram Rd, Singapore 169608, Singapore
[5] Natl Univ Singapore, Duke NUS Med Sch, 8 Coll Rd, Singapore 169857, Singapore
[6] Assisi Hosp, 832 Thomson Rd, Singapore 574627, Singapore
[7] Natl Canc Ctr Singapore, Div Med Oncol, 30 Hosp Blvd, Singapore 168583, Singapore
[8] Univ Liverpool, Palliat Care Inst Liverpool, Acad Palliat & End Life Care Ctr, 200 London Rd, Liverpool L3 9TA, England
[9] Natl Univ Singapore, Ctr Biomed Eth, Blk MD11,10 Med Dr,02-03, Singapore 117597, Singapore
[10] PalC Dover Pk Hosp, Palliat Care Ctr Excellence Res & Educ, 10 Jalan Tan Tock Seng, Singapore 308436, Singapore
[11] Univ Liverpool, Hlth Data Sci, Whelan Bldg,Brownlow Hill, Liverpool L69 3GB, England
关键词
Medicine; Physicians; Medical students; Professional identity formation; Reflection; Medical education; Group reflection; Non-written reflection; PROFESSIONAL IDENTITY FORMATION; THRESHOLD CONCEPTS; STUDENTS LEARN; PHYSICIAN; FEEDBACK; COMPETENCES; CURRICULUM; ETHICS; INTERVENTION; PERCEPTIONS;
D O I
10.1186/s12909-024-06117-3
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
BackgroundMedical education is tasked with shaping how medical students and physicians think, feel and act as professionals, or their Professional Identity Formation (PIF). This process has traditionally rested upon imparting knowledge; integrating sociocultural, professional and organizational expectations and codes of conduct; inculcating program and practice beliefs, values and principles (belief systems); and imbuing shared identities - quintessential elements that, together, comprise the socialization process. Key to supporting this socialization process is reflective practice. However, regnant approaches to mobilizing reflective cycles are faced with resource, personnel and time constraints, hindering efforts to nurture PIF. Group non-written reflections (GNWR) - broadly defined as facilitator-led discussions of shared reflective experiences within groups of learners - may prove to be an effective compromise. To address diverse approaches and a lack of effective understanding, we propose a systematic scoping review (SSR) to map the current use of GNWR in medical training and its role in shaping PIF.MethodsGuided by the Systematic Evidence-Based Approach (SEBA)'s constructivist ontological and relativist epistemological position, this SSR in SEBA searched for articles on GNWR published in PubMed, Embase, Psychinfo, CINAHL, ERIC, ASSIA, SCOPUS, Google Scholar, Open Grey, GreyLit and ProQuest databases. The data found was concurrently analyzed using thematic and direct content analysis. Complementary themes and categories identified were combined, creating the domains that framed the discussion.ResultsOf the 8560 abstracts and 336 full-text articles reviewed, 98 articles were included. The four domains identified were: (1) Indications of use and their value; (2) Structure and how they can be used; (3) Models of reflective practice in GNWR; and (4) Features of communities of practice and the socialisation process.ConclusionThis SSR in SEBA concludes that GNWR does impact PIF when effectively structured and supported. The Krishna-Pisupati Model for PIF platforms a model that explains GNWR's effects of PIF and advances fourteen recommendations to maximize GNWR use.
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页数:15
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