What can I Learn from this Interaction? A Qualitative Analysis of Medical Student Self Reflection and Learning in a Standardized Patient Exercise about Disability

• In Event: Training future physicians: Adding communication to the tool kit

Abstract

Family medicine students (N=138) were videotaped during standardized patient interviews about disability and during subsequent feedback. Qualitative analysis identifies three areas of integrating learning, reflective practice, and disability: 1) learning how disability impacts the treatment plan, 2) self-reflection and recognizing attitudes about disability, and 3) learning about the practice of medicine generally from the disability exercise. Implications for examining disability as a cornerstone for relationship-centered patient care and for encouraging reflective practice are included.

Authors

• Ashley Duggan, Boston College

• Ylisabyth Bradshaw, Tufts Univ

• Shannon Carroll, Boston College

• Sara Rattigan, Tufts University School of Medicine

• Matt Morris, Boston College

• Wayne Altman, Tufts University School of Medicine