Acad Med. 2012 Jan;87(1):5-7. doi: 10.1097/ACM.0b013e31823a59c7.
Reflective writing is being introduced in many medical schools in the United States and abroad for a variety of reasons and with a variety of goals in mind. As Wald and colleagues write, multiple methods, including the rubric introduced in their study, have been proposed for rating or grading this writing to quantify the gains obtained. The authors of this commentary detail the assumptions both about reflection and about writing implied in Wald and colleagues' work. They then describe a reciprocal model of writing as discovery, suggesting that the writing itself is what teaches the skills of reflection. Equipping medical students with a sense of story may well be the active ingredient in whatever gains are observed in teaching reflective writing.
反思性写作正在被美国和国外的许多医学院引入，原因多种多样，目标也多种多样。正如 Wald 等人所写，已经提出了多种方法，包括他们研究中引入的评分标准，来对这种写作进行评分或分级，以量化所获得的收益。本评论详细描述了 Wald 等人工作中隐含的关于反思和写作的假设。然后，他们描述了一种作为发现的写作的互惠模型，表明写作本身就是教授反思技能的方法。让医学生有故事感可能是在教授反思性写作中观察到的任何收益的关键因素。
