A systematic scoping review of reflective writing in medical education

BMC Medical Education

Research

Min Chiam¹  Nur Diana Abdul Rahman¹  Simon Yew Kuang Ong²  Eng Koon Ong³  Vengadasalam Murugam⁴  Gillian Li Gek Phua⁵  Crystal Lim⁶  Chester Yan Hao Ng⁷  Nicholas Lu Xin Gao⁷  Yun Xiu Lam⁷  Jia Yin Lim⁷  Song Yi Elizabeth Anne Wu⁷  Ryan Yong Kiat Tay⁷  Wei Zheng So⁷  Yun Xue Lim⁷  Ian Tze Yong Leong⁷  Glenn Jin Chong Tey⁷  Karis Li En Chan⁷  Lalit Kumar Radha Krishna⁸ 

[1] Division of Cancer Education, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Division of Medical Oncology, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Division of Cancer Education, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Duke-NUS Medical School, National University of Singapore, 8 College Rd, 169857, Singapore, Singapore;Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Division of Cancer Education, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Duke-NUS Medical School, National University of Singapore, 8 College Rd, 169857, Singapore, Singapore;Assisi Hospice, 832 Thomson Rd, 574627, Singapore, Singapore;Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Duke-NUS Medical School, National University of Singapore, 8 College Rd, 169857, Singapore, Singapore;Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Duke-NUS Medical School, National University of Singapore, 8 College Rd, 169857, Singapore, Singapore;Lien Centre for Palliative Care, Duke-NUS Medical School, National University of Singapore, 8 College Rd, 169857, Singapore, Singapore;Medical Social Services, Singapore General Hospital, Outram Rd, 169608, Singapore, Singapore;Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, 119228, Singapore, Singapore;Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, 119228, Singapore, Singapore;Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Division of Cancer Education, National Cancer Centre Singapore, 11 Hospital Crescent, 169610, Singapore, Singapore;Duke-NUS Medical School, National University of Singapore, 8 College Rd, 169857, Singapore, Singapore;Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Road, L3 9TA, Liverpool, UK;PalC, The Palliative Care Centre for Excellence in Research and Education, PalC c/o Dover Park Hospice, 10 Jalan Tan Tock Seng, 308436, Singapore, Singapore;

关键词: Reflection;    Reflective writing;    Medical education;    Professional identity formation;    Undergraduate medical education;    Postgraduate medical education;   

DOI  :  10.1186/s12909-022-03924-4

 received in 2022-08-10, accepted in 2022-11-25,  发布年份 2022

来源: Springer

【 摘 要 】

BackgroundReflective 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.MethodsA 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.ResultsA 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.ConclusionsThis 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.

【 授权许可】

CC BY   
© The Author(s) 2023

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