Expanding boundaries: The synergy of creative writing and reflective learning in medicine

Abstract

This paper explores the role of reflective practice in the medical field and investigates the factors that influence reflective writing. While reflective practice is widely acknowledged as crucial in medical education, there is a need to expand its conceptual boundaries and move beyond mere pedagogical exercises. The paper argues for the inclusion of creative writing, specifically poetry, as a form of reflective practice that allows medical students to effectively process their emotions and develop a more compassionate approach to patient care. By engaging in poetic expression, students can navigate ethical dilemmas, reflect on personal challenges, and cultivate empathy and appreciation for diverse perspectives.

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Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Muhammad Hamza Shah

Muhammad Hamza Shah, School of Medicine, Dentistry & Biomedical Sciences, Queen’s University Belfast, Belfast, UK.