Acad Med. 2012 Jan;87(1):8-10. doi: 10.1097/ACM.0b013e31823a98ba.
One respected tradition in medical education holds that physicians should struggle to maintain sensibility, openness, and compassion in the face of strong contravening tendencies. However, today's medical education is structured around a more recent tradition, which maintains that physicians should struggle to develop emotional detachment as a prerequisite for objectivity. In this model, sensibility and reflective capacity are potentially subversive. Reflective writing is one component of a revisionist approach to medical education that explicitly addresses reflective "habits of the mind" as core competencies and builds on existential concerns voiced by medical students. In response to Wald and colleagues' study, the authors reflect on the role of repeated formative feedback in developing reflective capacity. Formative feedback is as critical in this process as it is in traditional clinical learning. The authors emphasize that well-designed rubrics can assist learners in delineating desired outcomes and teachers in providing appropriate guidance.
在医学教育中，有一个备受推崇的传统观点认为，医生应该努力在面对强烈的抵触倾向时保持敏感、开放和同情心。然而，今天的医学教育是围绕着一个更新的传统构建的，这个传统认为医生应该努力培养情感上的超脱，将其作为客观性的前提。在这种模式下，敏感性和反思能力可能具有颠覆性。反思性写作是医学教育修正方法的一个组成部分，它明确地将反思性的“思维习惯”作为核心能力，并建立在医学生表达的存在主义关注之上。针对 Wald 及其同事的研究，作者反思了在培养反思能力方面，反复进行形成性反馈的作用。在这个过程中，形成性反馈与传统的临床学习一样关键。作者强调，精心设计的评分标准可以帮助学习者明确预期结果，帮助教师提供适当的指导。
