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Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education
Journal of Medical Humanities Pub Date : 2021-04-19 , DOI: 10.1007/s10912-021-09693-3
Rachel Conrad Bracken 1 , Ajay Major 2 , Aleena Paul 3 , Kirsten Ostherr 4
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Narrative analysis, creative writing, and interactive reflective writing have been identified as valuable for professional identity formation and resilience among medical and premedical students alike. This study proposes that medical student blogs are novel pedagogical tools for fostering peer-to-peer learning in academic medicine and are currently underutilized as a near-peer resource for premedical students to learn about the medical profession. To evaluate the pedagogical utility of medical student blogs for introducing core themes in the medical humanities, the authors conducted qualitative analysis of one hundred seventy-six reflective essays by baccalaureate premedical students written in response to medical student-authored narrative blog posts. Using an iterative thematic approach, the authors identified common patterns in the reflective essays, distilled major themes, coded the essays, and conducted narrative analysis through close reading. Qualitative analysis identified three core themes (empathic conflict, bias in healthcare, and the humanity of medicine) and one overarching theme (near-peer affinities). The premedical students’ essays demonstrated significant self-reflection in response to near-peer works, discussed their perceptions of medical professionalism, and expressed concerns about their future progress through the medical education system. The essays consistently attributed the impact of the medical student narratives to the authors’ status as near-peers. The authors conclude that reading and engaging in reflective writing about near-peer blog posts encourages premedical students to develop an understanding of core concepts in the medical humanities and promotes their reflection on the profession of medicine. Thus, incorporating online blogs written by medical trainees as narrative works in medical humanities classrooms is a novel pedagogical method for fostering peer-to-peer learning in academic medicine.



中文翻译:

关于近端博客的反思性写作:一种在医学前教育中引入医学人文学科的新方法

叙事分析、创意写作和互动反思性写作已被认为对医学和医学预科学生的专业身份形成和适应力很有价值。本研究表明,医学生博客是促进学术医学同行学习的新型教学工具,目前作为医学预科生了解医学专业的近同行资源未得到充分利用。为了评估医学生博客在介绍医学人文学科核心主题方面的教学效用,作者对 176 篇医学预科本科生针对医学生撰写的叙事博客文章撰写的反思性文章进行了定性分析。使用迭代主题方法,作者确定了反思性文章中的共同模式,提炼出主要主题,对文章进行编码,并通过仔细阅读进行叙事分析。定性分析确定了三个核心主题(移情冲突、医疗保健偏见和医学人性)和一个总体主题(近同行亲和力)。医学预科学生的论文在回应近乎同行的作品时表现出显着的自我反省,讨论了他们对医学专业精神的看法,并对他们未来通过医学教育系统取得的进展表示担忧。这些文章始终将医学生叙述的影响归因于作者作为近乎同行的地位。作者得出的结论是,阅读和参与关于近同行博客文章的反思性写作可以鼓励医学预科学生了解医学人文学科的核心概念,并促进他们对医学专业的反思。因此,将医学实习生撰写的在线博客作为叙事作品纳入医学人文课堂是一种促进学术医学同行学习的新颖教学方法。

更新日期:2021-04-19
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