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Medical Teacher Volume 41, 2019 - Issue 2
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Letter to the Editor

Interactive reflective writing-enhanced reflection and professional identity formation in medical education – in reply to (1) Hichem Bouayed, Samiullah Dost, and Tanzeel Hussian and (2) Alexander Morgan, James Moore and Alexander Duff

Hedy S. WaldFamily Medicine, Warren Alpert Medical School of Brown University, Providence, RI, USA; Correspondence[email protected]
,
David AnthonyFamily Medicine, Warren Alpert Medical School of Brown University, Providence, RI, USA;
,
Jordan WhiteWarren Alpert Medical School of Brown University, Providence, RI, USA;
,
Shmuel ReisMedical Education, Hebrew University Hadassah Medical School, Jerusalem, Israel
&
Angela EsquibelMayo Clinic Health System Franciscan Healthcare in La Crosse Family Medicine, La Crosse, WI, USA
Pages 236-237 | Published online: 19 Jan 2019

References

  • Bouayed H, Dost S, Hussian T. 2018. Medical students’ reflective writings about challenging patient encounters: a final year medical students perspective. Med Teach. DOI:10.1080/0142159X.2018.1513643
  • Byszewski A, Hendelman W, McGuinty C, Moineau G. 2012. Wanted: role models-medical students' perceptions of professionalism. BMC Med Educ. 12:115.
  • Haque M, Zulkifi Z, Haque SZ, Kamal ZM, Salam A, Bhagat V, Alattraqchi AG, Rahman NI. 2016. Professionalism perspectives among medical students of a novel medical graduate school in Malaysia. Adv Med Educ Pract. 7:407–422.
  • Hoffman LA, Shew RL, Vu TR, Brokaw JJ, Frankel RM. 2016. Is reflective ability associated with professionalism lapses during medical school?. Acad Med. 91:853–857.
  • Morgan A, Moore J, Duff A. 2018. Guide the way: Tutored reflection facilitates professional identity formation. Med Teach. DOI:10.1080/0142159X.2018.1515478
  • Paice E, Heard S, Moss F. 2002. How important are role models in making good doctors?". BMJ. 325:707.
  • Reis SP, Wald HS, Monroe AD, Borkan JM. 2010. Begin the BEGAN (The Brown Educational Guide to the Analysis of Narrative) – a framework for enhancing educational impact of faculty feedback to students' reflective writing. Patient Educ Couns. 80:253–259.
  • Wald HS, Reis SP, Monroe AD, Borkan JM. 2010. The Loss of My Elderly Patient:' Interactive reflective writing to support medical students' rites of passage . Med Teach.32:e178–e184.
  • Wald HS. 2014. Fostering reflective capacity with interactive reflective writing: “reflection apprenticeship”- learner and teacher. Faculty Development Workshop, Vanderbilt University School of Medicine, Nashville, TN; [accessed 2018 Oct 3] https://conta.cc/1WieIzF.
  • Wald HS, Anthony D, Hutchinson TA, Liben S, Smilovitch M, Donato AA. 2015. Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice. Acad Med. 90:753–760.
  • Wald HS, Weiss B. 2018. Making it “more real”: using personal narrative in faculty feedback to a medical student’s reflective writing – an illustrative exemplar. MedEdPublish. https://www.mededpublish.org/manuscripts/1832
  • Wald HS, White J, Reis SP, Esquibel A, Anthony D. 2018. Grappling with complexity: medical students' reflective writings about challenging patient encounters as a window into professional identity formation. Med Teach. DOI:10.1080/0142159X.2018.1475727

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