Improving reflective writing in medical education through guided feedback: what it takes to give good feedback
M Yehudian #, O Karnieli-Miller
Sackler School of Medicine, Tel Aviv, Israel
# : presenting author
DOI
//dx.doi.org/10.13070/ev.en.2.1386
Date
2015-03-17
Cite as
Research abs 2015;2:1386
Venue
Sackler Symposium 2015
Organizer
New York State/American Program, Sackler Faculty of Medicine Tel Aviv University, Israel
Date
2015-03-08
Background

Reflective writing skills are an important element of medical education. Reflective writing entails analyzing particular experiences and reevaluating one’s thoughts and observationsentails analyzing particular experiences and reevaluating one’s thoughts and observations in order to obtain a deeper understanding of the experience. By pausing to analyze and interpret actions, behaviors, scenarios, and difficult experiences in a clinical setting, medical students can gain deeper insight into patient-physician interaction and clinical practice. Although the benefits of reflective writing are understood, it is uncertain how the process of reflective writing can be improved. In order to most effectively implement reflective writing into education, we explored the different elements of feedback, including tone, style, content, etc. that may potentially aid in the reflective writing process. We aim to study the effects and benefits of the aforementioned tools on medical students’ reflective journals in an attempt to enhance the value of reflective writing within the medical school curriculum.

Objective

The objective of this study is to determine how specific elements of feedback may improve students’ reflective writings. We are exploring students' perspectives on the specific types of feedback they receive and accessing their reflective development based on these specific feedbacks. We aim to form a guideline for medical school educators to utilize when giving feedback to medical students on their reflective writings.

Methods

Medical students were recruited to submit weekly reflective writing journals. A team of trained medical educators will provide feedback to each entry using standardized feedback styles. Using a standard questionnaire and semi-structured interview the medical students’ reactions to and thoughts regarding the feedback will be analyzed. This will allow us to analyze the different types of feedback strategies and their potential impact the reflective writing process and the students’ educational growth.

Future Aims

This study ultimate aims to establish a guide for instructors on how to best submit feedback to students. Enhancing reflective writing in the setting of medical education is a critical educational tool for creating well-rounded and empathic doctors who can effectively communicate with their coworkers and with their patients.

ISSN : 2334-1009