Department of Pediatrics, Faculty of Medicine and Health Sciences, Université de Sherbrooke, 3001, 12th Avenue North, Sherbrooke, Québec, J1H5N4, Canada.
Centre for Health Sciences Education, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada.
Perspect Med Educ. 2022 Aug;11(4):232-236. doi: 10.1007/s40037-021-00649-w. Epub 2021 Mar 9.
Today's healthcare professionals face numerous challenges. Improving reflection skills has the potential to contribute to the better management of complex patients and healthcare systems, as well as to improve professional practice. However, the question of how reflection skills can inform professional identity development at the undergraduate medical education level remains unanswered.
The authors developed and implemented a 4-year course that aims to engage students in a reflective process to increase their awareness of their professional identity development. The course is structured around three types of pedagogical activities: workshops, reflections deposited in an electronic portfolio, and individual discussions with mentors.
Sixty-four 1st year students (33%) and 17 mentors (50%) from the 2017-2018 cohort completed evaluation questionnaires. For the 2018-2019 academic year, 73 1st year students (34%) and 27 2nd year students (14%), as well as 20 1st year (59%) and 19 2nd year mentors (57%) replied. Students and mentors considered that the pedagogical activities contributed to the development of students' professional identity through the acquisition of reflection skills, but some elements were perceived as challenging, notably, completing the portfolio, finding a subject to reflect about and the timing of the proposed activities.
An important preoccupation when wanting to foster the development of professional identity through the acquisition of reflection skills is the authenticity of students' reflection. We tried to favor authentic reflection, by having a mentee-mentor pair throughout the entire 4‑year course. A rigorous evaluation process helped us identify and promptly correct issues as they surfaced.
当今的医疗保健专业人员面临着众多挑战。提高反思能力有可能有助于更好地管理复杂的患者和医疗保健系统，并改善专业实践。然而，在本科医学教育层面上，反思技能如何影响专业身份发展的问题仍未得到解答。
作者开发并实施了一门为期 4 年的课程，旨在使学生参与反思过程，以提高他们对专业身份发展的认识。该课程围绕三种教学活动构建：研讨会、在电子档案库中记录的反思以及与导师的个人讨论。
2017-2018 学年，共有 64 名一年级学生（33%）和 17 名导师（50%）完成了评估问卷。在 2018-2019 学年，有 73 名一年级学生（34%）和 27 名二年级学生（14%）以及 20 名一年级导师（59%）和 19 名二年级导师（57%）作出了回应。学生和导师都认为，通过获得反思技能，教学活动有助于学生专业身份的发展，但有些元素被认为具有挑战性，特别是完成档案库、找到反思的主题以及活动的时间安排。
当希望通过获得反思技能来促进专业身份发展时，一个重要的关注点是学生反思的真实性。我们试图通过在整个 4 年课程中为学员和导师配对来促进真实的反思。严格的评估过程帮助我们及时发现并纠正出现的问题。
