Semb Olof, Kaiser Niclas, Andersson Sven-Olof, Sundbom Elisabet
Department of Clinical Sciences, Division for Professional Development, Umeå University, Umeå, Sweden.
Department of Psychology, Umeå University, Umeå, Sweden.
Adv Med Educ Pract. 2014 Dec 12;5:491-8. doi: 10.2147/AMEP.S73221. eCollection 2014.
Reflective writing in medical training has been shown to be most effective when combined with some form of personal meeting or dialog. During a course in medical psychology for medical students, reflective texts were followed up by an individual personal talk with a teacher from the course. Thematic analysis of the texts revealed four separate sub-themes: 1) the course has enabled me and the class to develop, which is good albeit arduous; 2) understanding myself is a resource in understanding people as well as knowing psychology; 3) the course provided me with new, purely intellectual skills as well as eye-openers; and 4) the receiving teacher is an integral part of my reflective writing. The main theme, capturing the students' writing process, concluded that students perceive the course as "Learning psychology as a challenging process towards development" as well as "studies as usual". Ethical, psychological, and pedagogical aspects are discussed in the paper.
医学培训中的反思性写作已被证明，当与某种形式的个人会面或对话相结合时最为有效。在为医学生开设的医学心理学课程中，反思性文本之后会有与该课程的一位教师进行的个人谈话。对这些文本的主题分析揭示了四个独立的子主题：1）该课程使我和全班同学都得到了发展，这虽然艰巨但却是有益的；2）了解自己是理解他人以及掌握心理学知识的一种资源；3）该课程为我提供了新的、纯粹的智力技能以及令人大开眼界的知识；4）授课教师是我反思性写作不可或缺的一部分。捕捉学生写作过程的主要主题得出结论，学生将该课程视为“将学习心理学作为迈向发展的具有挑战性的过程”以及“照常学习”。本文讨论了伦理、心理和教学方面的问题。
