Publication: To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum
Issued Date
2016
Resource Type
Language
eng
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Mahidol University
Rights Holder(s)
BioMed Central
Bibliographic Citation
BMC Medical Education. Vol. 16, (2016), 102
Suggested Citation
Kanokporn Sukhato, Sutida Sumrithe, Chathaya Wongrathanandha, Saipin Hathirat, Wajana Leelapattana, Dellow, Alan To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum. BMC Medical Education. Vol. 16, (2016), 102. doi:10.1186/s12909-016-0624-2 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/2712
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Thesis
Title
To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum
Abstract
Background: Introducing reflective writing to a medical curriculum requires the acceptance and participation
of teachers. The purpose of this study was to explore medical teachers’ views on the benefits of introducing a
reflective writing exercise into an undergraduate medical curriculum, including their levels of satisfaction and their
concerns. We also investigated effects on the teachers’ personal and professional development arising from their
roles as novice facilitators.
Methods: A qualitative approach was employed using semi-structured interviews. During an attachment to Primary
Care Medicine course, fourth-year medical students (n = 180) in the Faculty of Medicine, Ramathibodi Hospital,
Bangkok, Thailand were assigned to write a reflective essay titled, “A Significant Event in My First Clinical Year”. After
reading the essays and facilitating between one to three small group discussions based on these, each of the 18
teachers enrolled in our study completed an in-depth face to face interview. Transcripts of these were studied,
using thematic content analysis to identify emerging themes.
Results: The novice facilitators felt that facilitated reflection was both valuable and appropriate for students. They
also perceived that it had a positive impact on their own personal and professional lives. In the early phase of
implementing this activity, teachers expressed concerns about 1) their ability and confidence as facilitators in small
group discussion 2) their ability to deal with emotions raised within their groups 3) the effectiveness of the activity
4) poor presentation and possible fabrication of student work.
Conclusions: Most teachers regarded this activity as being beneficial to them, to student learning, and to the
curriculum. Their insights, including concerns about the level of skill needed for facilitation, provide valuable
material for planning a comprehensive faculty development programme.