Department of Chemistry and Biochemistry, University of Detroit Mercy, Detroit, Michigan, USA.
Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts, USA.
J Dent Educ. 2022 Mar;86(3):328-333. doi: 10.1002/jdd.12806. Epub 2021 Oct 13.
PURPOSE/OBJECTIVES: Reflection is one of four components of the experiential learning cycle and is often the one overlooked. This practice can be used in graduate-level health care education, such as medicine and dentistry. This metacognitive practice allows students to conceptualize learning in a clinical setting and apply this knowledge to new scenarios. Reflective practice can be taught using different modalities of narrative medicine, and several studies have studied its effectiveness in areas such as professional development, collaboration, communication among others. Most of these studies, however, have been conducted solely in the medical setting, and narrative medicine may have useful application in the practice and teaching of dentistry.
This literature review examined the outcomes of narrative medicine in medical studies concerning reflection and hypothesized their benefits to dental education. The studies reviewed were chosen by utilizing key term searches of the National Center for Biotechnology Information PubMed library and qualitative factor analysis by study team investigators. Elective-based, prospective enrollment and whole cohort participation programs were analyzed for potential effectiveness in dental education.
The most feasible programs for potential integration into dental curricula are elective-based, small-group, graduate-level courses with a level of evaluation such as residency competencies, as demonstrated by Arntfield et al. CONCLUSION(S): These programs should be investigated further to evaluate their potential in improving reflective skills of students, and ultimately in improving their experiential learning experience.
目的/目标：反思是体验式学习周期的四个组成部分之一，通常是被忽视的一个。这种做法可以用于研究生阶段的医疗保健教育，如医学和牙科。这种元认知实践可以让学生在临床环境中概念化学习，并将这些知识应用于新的场景。可以使用不同的叙事医学模式来教授反思实践，并且已经有几项研究研究了它在专业发展、协作、沟通等领域的有效性。然而，这些研究大多仅在医学环境中进行，叙事医学在牙科实践和教学中可能有有用的应用。
本文献综述考察了叙事医学在医学研究中关于反思的结果，并假设其对牙科教育的益处。通过利用国家生物技术信息中心 PubMed 图书馆的关键词搜索和研究团队调查员的定性因素分析，选择了这些研究。对基于选修的、前瞻性注册和全体学生参与的项目进行了分析，以评估其在牙科教育中的潜在有效性。
最适合整合到牙科课程中的项目是基于选修的、小组的、研究生水平的课程，具有评估水平，如居住能力，正如 Arntfield 等人所证明的那样。
应进一步研究这些项目，以评估其提高学生反思技能的潜力，并最终提高他们的体验式学习体验。
