开展学生主导的反思性写作工作坊系列的实用技巧
Practical Tips for Implementing a Student-Led Reflective Writing Workshop Series.
作者信息
Shahu Andi, Thomas Alyssa R, Neustadter Eli, Reisman Anna
机构信息
Department of Medicine, Johns Hopkins Hospital, Baltimore, MD USA.
Department of Pediatrics, Children's Hospital of Philadelphia, Philadelphia, PA USA.
出版信息
Med Sci Educ. 2019 May 28;29(3):863-869. doi: 10.1007/s40670-019-00753-x. eCollection 2019 Sep.
Reflective practice may ameliorate the burnout, empathy loss, and depression that medical students experience during clerkships. We describe a student-led reflective writing workshop in a safe and structured small group setting. We provide twelve tips for implementing such a workshop, informed by the existing literature on reflective writing and near-peer teaching, which include developing writing prompts, guiding student facilitators, and obtaining feedback. Common topics include patient suffering, workplace dynamics, and the joys of practicing medicine. Participants develop camaraderie with peers as well as tools they can carry forward as they continue to process the challenging experiences intrinsic to clinical medicine.
反思性实践可能会改善医学生在临床实习期间所经历的职业倦怠、同理心丧失和抑郁情绪。我们描述了一个在安全且结构化的小组环境中由学生主导的反思性写作工作坊。我们依据关于反思性写作和近伴教学的现有文献，提供了实施此类工作坊的十二条建议，包括设计写作提示、指导学生主持人以及获取反馈。常见主题包括患者的痛苦、工作场所动态以及行医的乐趣。参与者与同龄人建立起友谊，并获得一些工具，以便在他们继续应对临床医学中固有的具有挑战性的经历时能够加以运用。
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