Columbia University, New York, New York 10032, USA.
Acad Med. 2012 Sep;87(9):1154-6. doi: 10.1097/ACM.0b013e3182628d6f.
This commentary reflects on the first decade of the Teaching and Learning Moments (TLM) feature of Academic Medicine. The author places the feature within the context of a growing movement within health care to improve reflective practice through the practice of reflective writing and reading. As an example of the opportunity these reflective activities afford, the author depicts a seminar in which students and faculty from four health sciences schools learn together about culture, illness, and health care. The participants find that their own capacity to examine and write about aspects of their own lived experience contributes to their understanding of patients. The seminar has been a meaningful adventure for these students and clinicians, as the TLM feature has been for its authors and readers. Meeting on the grounds of stories of patients and of themselves, readers and writers demonstrate for themselves how their source of commitment to health is to be found very deep within the self. As a dividend, these moments of teaching and learning provide what is needed to become members of effective health care teams.
本评论反思了《学术医学》教学时刻 (TLM) 功能的第一个十年。作者将该功能置于医疗保健领域内通过反思写作和阅读来提高反思实践的运动背景下。作为这些反思活动提供的机会的一个例子，作者描绘了一个研讨会，来自四所健康科学学校的学生和教师一起学习文化、疾病和医疗保健。参与者发现，他们自己检查和撰写自己生活经历的能力有助于他们理解患者。对于这些学生和临床医生来说，这个研讨会是一次有意义的冒险，正如 TLM 功能对其作者和读者来说也是如此。读者和作者以患者和自己的故事为基础进行交流，向自己展示了他们对健康的承诺的根源是如何深深地存在于自我之中的。作为回报，这些教学和学习的时刻提供了成为有效医疗保健团队成员所需的条件。
