A systematic scoping review of reflective writing in medical education

被引:44
作者
Lim, Jia Yin [1 ,2 ]
Ong, Simon Yew Kuang [3 ,4 ,5 ]
Ng, Chester Yan Hao [1 ,2 ]
Chan, Karis Li En [1 ,2 ]
Wu, Song Yi Elizabeth Anne [1 ,2 ]
So, Wei Zheng [1 ,2 ]
Tey, Glenn Jin Chong [1 ,2 ]
Lam, Yun Xiu [1 ,2 ]
Gao, Nicholas Lu Xin [1 ,2 ]
Lim, Yun Xue [1 ,2 ]
Tay, Ryan Yong Kiat [1 ,2 ]
Leong, Ian Tze Yong [1 ,2 ]
Rahman, Nur Diana Abdul [4 ]
Chiam, Min [4 ]
Lim, Crystal [6 ]
Phua, Gillian Li Gek [2 ,5 ,7 ]
Murugam, Vengadasalam [2 ,5 ]
Ong, Eng Koon [2 ,4 ,5 ,8 ]
Krishna, Lalit Kumar Radha [1 ,2 ,4 ,5 ,9 ,10 ]
机构
[1] Natl Univ Singapore, Yong Loo Lin Sch Med, NUHS Tower Block 1E Kent Ridge Rd Level 11, Queenstown 119228, Singapore
[2] Natl Canc Ctr Singapore, Div Support & Palliat Care, 11 Hosp Crescent, Queenstown 169610, Singapore
[3] Natl Canc Ctr Singapore, Div Med Oncol, 11 Hosp Crescent, Queenstown 169610, Singapore
[4] Natl Canc Ctr Singapore, Div Canc Educ, 11 Hosp Crescent, Queenstown 169610, Singapore
[5] Natl Univ Singapore, Duke NUS Med Sch, 8 Coll Rd, Queenstown 169857, Singapore
[6] Singapore Gen Hosp, Med Social Serv, Outram Rd, Queenstown 169608, Singapore
[7] Natl Univ Singapore, Lien Ctr Palliat Care, Duke NUS Med Sch, 8 Coll Rd, Queenstown 169857, Singapore
[8] Assisi Hosp, 832 Thomson Rd, Queenstown 574627, Singapore
[9] Univ Liverpool, Palliat Care Inst Liverpool, Acad Palliat & End Life Care Ctr, Canc Res Ctr, 200 London Rd, Liverpool L39TA, Lancashire, England
[10] PalC Dover Pk Hosp, Palliat Care Ctr Excellence Res & Educ, PalC, 10 Jalan Tan Tock Seng, Tan Tock Seng 308436, Singapore
关键词
Reflection; Reflective writing; Medical education; Professional identity formation; Undergraduate medical education; Postgraduate medical education; PRESERVICE TEACHERS; CLINICAL EDUCATION; WRITTEN REFLECTION; CRITICAL THINKING; SELF-REFLECTION; STUDENTS; PORTFOLIOS; SKILLS; MODEL; LIFE;
D O I
10.1186/s12909-022-03924-4
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background Reflective writing (RW) allows physicians to step back, review their thoughts, goals and actions and recognise how their perspectives, motives and emotions impact their conduct. RW also helps physicians consolidate their learning and boosts their professional and personal development. In the absence of a consistent approach and amidst growing threats to RW's place in medical training, a review of theories of RW in medical education and a review to map regnant practices, programs and assessment methods are proposed.Methods A Systematic Evidence-Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure the two concurrent reviews. Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2022 in PubMed, Embase, PsychINFO, CINAHL, ERIC, ASSIA, Scopus, Google Scholar, OpenGrey, GreyLit and ProQuest. The Split Approach saw the included articles analysed separately using thematic and content analysis. Like pieces of a jigsaw puzzle, the Jigsaw Perspective combined the themes and categories identified from both reviews. The Funnelling Process saw the themes/categories created compared with the tabulated summaries. The final domains which emerged structured the discussion that followed.Results A total of 33,076 abstracts were reviewed, 1826 full-text articles were appraised and 199 articles were included and analysed. The domains identified were theories and models, current methods, benefits and shortcomings, and recommendations.Conclusions This SSR in SEBA suggests that a structured approach to RW shapes the physician's belief system, guides their practice and nurtures their professional identity formation. In advancing a theoretical concept of RW, this SSR in SEBA proffers new insight into the process of RW, and the need for longitudinal, personalised feedback and support.
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页数:28
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