Chen Isabel, Forbes Connor
University of British Columbia Faculty of Medicine, Vancouver, Canada ; Yale University, New Haven, CT, USA.
University of British Columbia Faculty of Medicine, Vancouver, Canada.
J Educ Eval Health Prof. 2014 Aug 16;11:20. doi: 10.3352/jeehp.2014.11.20. eCollection 2014.
Medical schools are increasingly aware of the ways in which physician empathy can have a profound impact on patients' lives and have developed humanities initiatives to address this concern. Reflective writing in particular is more commonly promoted in medical curricula, but there is limited research on the impact of reflective writing on medical student empathy levels. It aims to find the emotional effects of reflective writing interventions on medical and healthcare students by systemic review.
Two investigators independently reviewed educational publications for critical analysis. This review focused systematically on quantitative papers that measure the impact of reflective writing on empathy.
Of the 1,032 studies found on Medline and CINAHL, only 8 used quantitative measures pre- and postwritten reflection to measure any impact on empathy outcomes. The outcomes measured included impact of reflective writing exercises on student wellness, aptitude, and/or clinical skills. Of these studies, a significant change in student empathy was observed in 100% of the studies, demonstrating a significant change in outcomes.
Although the lack of homogeneity in outcome measurement in the literature limits possible conclusion from this review, the overwhelmingly positive reporting of outcomes suggests that reflective writing should be considered in any medical curriculum.
医学院校越来越意识到医生的同理心对患者生活产生深远影响的方式，并已开展人文项目来解决这一问题。特别是反思性写作在医学课程中更常被推广，但关于反思性写作对医学生同理心水平影响的研究有限。本研究旨在通过系统评价，探究反思性写作干预对医学及医护专业学生的情感影响。
两名研究者独立查阅教育类出版物进行批判性分析。本评价系统聚焦于测量反思性写作对同理心影响的定量研究论文。
在Medline和CINAHL数据库中检索到的1032项研究中，仅有8项使用了写作反思前后的定量测量方法来评估对同理心结果的任何影响。所测量的结果包括反思性写作练习对学生健康、能力和/或临床技能的影响。在这些研究中，100%的研究观察到学生同理心有显著变化，表明结果有显著改变。
尽管文献中结果测量缺乏同质性限制了本评价得出可能的结论，但结果压倒性的积极报告表明，任何医学课程都应考虑采用反思性写作。
