Publication: Empowering Reflection and Reflective Writing in Medical Education
Issued Date
2024
Resource Type
Resource Version
Accepted Manuscript
Language
eng
File Type
application/pdf
ISSN
0125-3611 (Print)
2651-0561 (Online)
2651-0561 (Online)
Journal Title
Ramathibodi Medical Journal
Volume
47
Issue
2
Start Page
57
End Page
69
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Chakri Naruebodindra Medical Institute Faculty of Medicine Ramathibodi Hospital Mahidol University
Bibliographic Citation
Ramathibodi Medical Journal. Vol. 47, No. 2 (Apr - Jun 2024), 57-69
Suggested Citation
Permphan Dharmasaroja, เพิ่มพันธุ์ ธรรมสโรช Empowering Reflection and Reflective Writing in Medical Education. Ramathibodi Medical Journal. Vol. 47, No. 2 (Apr - Jun 2024), 57-69. 69. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/109835
Research Projects
Organizational Units
Authors
Journal Issue
Thesis
Title
Empowering Reflection and Reflective Writing in Medical Education
Alternative Title(s)
การเสริมพลังแห่งการสะท้อนการเรียนรู้และการเขียนการสะท้อนการเรียนรู้ทางแพทยศาสตรศึกษา
Author(s)
Abstract
Reflection and reflective writing serve as integral components in medical education. They enable students to delve deeper into their experiences, fostering a profound understanding of clinical scenarios and patient interactions, nurturing self-awareness, critical thinking, and empathy. The term “reflection” carries multiple interpretations, all encapsulating the concept of understanding oneself and the surrounding environment to inform future behavior. In the realm of medical education, both students and medical teachers encounter challenges in navigating reflective practices, necessitating guidance and support throughout the process. Effective reflection between students and medical teachers in clinical settings requires adept navigation through potential difficulties in open discussions and managing the emotional impact. To address these challenges, medical teachers must possess heightened self-awareness and adaptability to cater to the diverse needs of individual students. Various models have offered frameworks to organize the reflective process, categorizing them into ‘iterative’ and ‘vertical’ approaches. Successful application involves a selective combination of elements from different models to customize reflective practices. Comprehending reflection and reflective writing is paramount for medical teachers as it empowers them to mentor students effectively, nurturing a culture of reflective practitioners. This fosters continual learning, ethical practice, and professional development among future healthcare professionals.