From Medical Trainees to Reflective Practitioners: Understanding Teaching and Learning of Reflection in Medical Education

• In Event: Roundtable Session 4
  In Roundtable Session: Reflection

Abstract

This phenomenological study aimed to understand the experiences of medical educators and trainees regarding teaching and learning of reflection in narrative medicine. Six educators and seven trainees were recruited by purposive sampling for individual interviews. Creswell’s (2013) analysis was applied. While educators experienced a process of preparation in teaching reflection, trainees experienced taking a haphazard tour with resistance and uncertainty in learning reflection. Writing narratives engaged trainees in role-shifting, making the unnoticed noticed, and composing emotions. Trainees particularly requested a safe learning environment conducive to reflection. The phenomenon illuminated highlights an imperative to create a safe context for effective participation in discourse so that both educators and trainees can move towards a consensual direction of fostering reflection in medical education.

Authors

• Kuo-Chen Liao, Chang Gung University

• Alenoush Saroyan, McGill University

• Linda Snell, McGill University

• Xihui Wang, McGill University

• Chien-Da Huang