Gathu C
Family Medicine, The Aga Khan University, Nairobi, Kenya.
J Med Educ Curric Dev. 2022 May 3;9:23821205221096106. doi: 10.1177/23821205221096106. eCollection 2022 Jan-Dec.
Reflection in postgraduate medical education has been found to aid in the development of professional skills, improve clinical expertise, and problem solving with the aim of advancing lifelong learning skills and self-awareness, leading to good medical practice among postgraduate residents. Despite the evidenced benefits, reflection remains underused as a tool for teaching and learning, and few trainee physicians regularly engage in the process. Factors that affect the uptake of reflective learning in residency training have not yet been adequately explored.
The purpose of this review is to demonstrate the factors that influence the adoption of reflective learning for postgraduate students and their centrality to good clinical practice.
A review of the literature was performed using defined databases and the following search terms: 'reflection', 'reflective learning', 'postgraduate medical education', 'barriers' and 'facilitators'. The search was limited to peer-reviewed published material in English between 2011 and 2020 and included research papers, reviews, and expert opinion pieces.
Eleven relevant articles were included, which identified three main categories as facilitators and barriers to the adoption of reflective learning in postgraduate medical education. These included structure, assessment and relational factors. The structure of reflective practice is important, but it should not be too rigid. Assessments are paramount, but they should be multidimensional to accommodate the multicomponent nature of reflections. Relational factors such as motivation, coaching, and role modeling facilitate sustainable reflective practice.
This review suggests that the same factors that facilitate reflection can be a barrier if not used within the right epistemic. Educators should consider these factors to increase the acceptance and integration of reflective learning in curriculums by both teachers and learners.
研究发现，研究生医学教育中的反思有助于专业技能的发展、临床专业知识的提升以及问题解决能力的培养，旨在提高终身学习技能和自我认知，从而使研究生住院医师形成良好的医疗实践。尽管有这些已证实的益处，但反思作为一种教学工具仍未得到充分利用，很少有实习医生经常参与这一过程。影响住院医师培训中反思性学习应用的因素尚未得到充分探讨。
本综述的目的是阐明影响研究生采用反思性学习的因素及其在良好临床实践中的核心地位。
使用指定数据库并采用以下检索词进行文献综述：“反思”“反思性学习”“研究生医学教育”“障碍”和“促进因素”。检索仅限于2011年至2020年期间以英文发表的同行评审文献，包括研究论文、综述和专家意见文章。
纳入了11篇相关文章，这些文章确定了研究生医学教育中采用反思性学习的促进因素和障碍的三个主要类别。这些包括结构、评估和关系因素。反思性实践的结构很重要，但不应过于僵化。评估至关重要，但应具有多维性，以适应反思的多成分性质。动机、指导和榜样等关系因素有助于可持续的反思性实践。
本综述表明，如果在正确的认知范围内不加以运用，那些促进反思的因素可能会成为障碍。教育工作者应考虑这些因素，以提高教师和学习者对反思性学习在课程中的接受度和整合度。
Zotero 插件