Lack Liza, Yielder Jill, Goodyear-Smith Felicity
Department of General Practice & Primary Health Care, Faculty of Medical and Health Science, University of Auckland, PB 92019 Auckland 1142, New Zealand.
Department of Psychological Medicine, Faculty of Medical and Health Science, University of Auckland 1142, New Zealand.
J Prim Health Care. 2019 Sep;11(3):227-234. doi: 10.1071/HC18030.
INTRODUCTION The ability to reflect - reflection - taking time to stop, think and evaluate is an important professional skill to develop. AIM To evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODS This was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre- and post-reflective group questionnaires with Year 5 and 6 students, questionnaires with general practice academic facilitators, and audiotapes of the reflection group discussions. RESULTS Students shared emotional experiences that were organised into three themes: (i) witnessing unprofessional behaviour; (ii) meeting difficult clinical scenarios for the first time; and (iii) the hierarchy of medicine. They reported positive learning experiences relevant to their future practice and valued the opportunity to share their experiences safely. Facilitators thought the groups provided unique educational opportunities that students appreciated. Eighty-two percent of participants would like to repeat the activity during their medical school training. CONCLUSION Self-reflection is an essential condition for professionalism. Use of reflective groups can help students become ethical and professional doctors.
引言 反思的能力——即停下来思考并评估的反思过程——是一项需要培养的重要专业技能。
目的 评估一项强制性反思小组活动，以确定强制性参与是否能使学生建设性地分享情感性临床经历，并培养道德和专业行为。
方法 这是一项采用混合方法的案例研究。参与者是新西兰奥克兰大学的五年级和六年级医学生。数据收集包括五年级和六年级学生反思小组前后的问卷、全科医学学术辅导员的问卷以及反思小组讨论的录音带。
结果 学生们分享了情感经历，这些经历可归纳为三个主题：（i）目睹不专业行为；（ii）首次遇到困难临床情况；（iii）医学等级制度。他们报告了与未来实践相关的积极学习经历，并重视有机会安全地分享自己的经历。辅导员认为这些小组提供了学生珍视的独特教育机会。82%的参与者希望在医学院培训期间重复该活动。
结论 自我反思是专业精神的必要条件。使用反思小组有助于学生成为有道德和专业素养的医生。
