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.

During my 4-year tenure in the medical field, I have encountered a diverse range of emotions on a daily basis during my clinical placements. This introspective journey has led me to question the extent to which reflective practice truly facilitates medical students in effectively processing these emotional experiences and extracting meaningful lessons from them. Consequently, it is vital to conduct a comprehensive investigation into the factors that influence reflective writing and develop a nuanced comprehension of the continuous emphasis placed on its significance. Notably, the General Medical Council (GMC) provides a succinct definition of reflective practice as follows (GMC 2023):

the process whereby an individual thinks analytically about anything relating to their professional practice with the intention of gaining insight and using the lessons learned to maintain good practice or make improvements where possible

Existing literature available on the internet consistently underscores the importance of reflection within the realm of medical practice, acknowledging its crucial role (Lim et al. 2023). While this emphasis is well-founded, it is imperative to discern reflective practice as an essential component and expand its conceptual boundaries. Currently, several medical schools in the UK employ the Undergraduate Medical ePortfolio (UMeP) system (Smith et al. 2014). As a student enrolled in a medical school that incorporates a dedicated ePortfolio module, I have observed the implementation of stringent guidelines to ensure satisfactory reflections. The rationale behind these guidelines is understandable, as they encourage students to establish clear objectives and strive for personal growth. However, this approach may inadvertently hinder the profound self-exploration that reflective learning should encompass. Quite simply, reflective practice should not be limited to a mere pedagogical exercise, but should also serve as a means to effectively process and navigate one’s emotion.

Having discussed the rationale behind the importance of flexible parameters in reflective learning, we shall now delve into the potential for creative writing to unfold within this context. Among the various modalities of creative expression, poetry emerges as the most prevalent and promising form, owing to its capacity to bridge gaps in communication and forge meaningful connections. Engaging in poetic expression can facilitate a deeper comprehension of the human condition, enabling medical students to cultivate a more compassionate and empathetic approach to patient care. It is imperative to recognize poetry as a form of reflective practice, as it encourages introspection and the examination of one’s own beliefs, biases, and values. Through the medium of poetry, students are able to navigate ethical dilemmas, grapple with moral complexities, and reflect upon personal challenges encountered throughout their medical journey. This form of expression serves as a catalyst for self-reflection, which is integral to both personal and professional growth, while simultaneously fostering empathy and fostering an appreciation for diverse perspectives.

Recently, I had the opportunity to articulate my experience with a patient undergoing chemotherapy through the composition of several stanzas for JAMA Oncology (Shah 2023). These verses vividly depict the resilience with which the patient combats the adversities of mucositis, defying the clutches of cancer. In moments of uncertainty, the patient finds solace in our unique bond, acknowledging the connection we share. Remarkably, it is the patient who serves as a profound source of inspiration, displaying unwavering courage and an indomitable spirit throughout the battle.

Amidst the whirrs and hums of monitors, a constant, monotonous tune

You reached out your hand, watching the toxic substance flow

Testing my competency so seamlessly, I felt my heart sink

Flustered, I lend you the hand you desire

Aware of your weariness, and the pain that you feel

Emotionally drained, yet compelled to keep the pace

Cracked lips, you banish the mucositis gallantly

Defying the chains that cancer seeks to seize

And in moments of doubt, you turn to our strange connection

But know that it is you who inspires me

With your courage and spirit, wholly unrestrained

In this battle, we stand together, united as can be.

While the decision to recount this encounter through the medium of poetry may be considered unorthodox. However, the deliberate choice to express this experience in verse exemplifies my commitment to embracing unconventional avenues of reflective practice. It signifies my inclination to explore creative and expressive outlets that go beyond traditional written reflections, underscoring my ability to transcend conventional boundaries in pursuit of comprehensive self-exploration and growth.

In conclusion, reflective practice in the field of medicine necessitates a comprehensive investigation of the factors influencing reflective writing. While recognized for its significance in medical practice, it is vital to go beyond prescribed guidelines and foster genuine self-exploration. Creative writing, particularly poetry, offers a promising avenue for reflection, promoting introspection, empathy, and a deeper understanding of the human condition.

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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.