Tremblay Marie-Claude, Garceau Laurence, Thiab Diouf Ndeye, Guichard Anne, Quinty Julien, Gravel Chantal, Rheault Christian
Université Laval.
MedEdPublish (2016). 2021 Jul 19;10:181. doi: 10.15694/mep.2021.000181.1. eCollection 2021.
This article was migrated. The article was marked as recommended. In the last decade, reflexivity has emerged as a key concept in family medicine, as evidenced by its increasing integration in competency statements and frameworks in the field. However, the concept of reflexivity is inconsistent and ill-defined in medical education literature, with variable purposes and associated processes, which is an important barrier to learning and implementing reflective practices. This project built on the results of a rapid review to develop an educational tool supporting the learning and teaching of reflexivity in family medicine. We conducted a rapid review of quantitative, qualitative and mixed studies relating to reflexivity in family medicine between May 2007 to May 2017 in and Two reviewers independently identified, selected and reviewed studies. Results of the review were used to frame the content of the tool. Our research strategy initially identified 810 studies, from which 65 studies were retained for analysis. The different conceptions of reflexivity encountered in the included studies were analyzed using thematic analysis. Four conceptions of reflexivity (i.e. clinical, professional, relational and social reflexivity), with related definitions, goals and processes were identified in the included studies and were used as a basis to develop the Reflexivi-Tool. There is a need to provide clear guidelines regarding the purpose and process of reflexivity, as well as better equipping mentors so they can better facilitate these kinds of skills. Based on a rapid review, this study has allowed the development of a tool that presents and clarifies four main types of reflexivity for medical practice in a concise and user-friendly way. Tools such as Reflexivi-Tool are crucial to support reflective processes that target different dimensions of professionalism.
本文已迁移。该文章被标记为推荐文章。在过去十年中，反思性已成为家庭医学中的一个关键概念，这在该领域能力陈述和框架中越来越多地融入这一点上得到了体现。然而，反思性的概念在医学教育文献中并不一致且定义不明确，其目的和相关过程各不相同，这是学习和实施反思性实践的一个重要障碍。本项目基于一项快速综述的结果，开发了一种支持家庭医学中反思性学习和教学的教育工具。我们对2007年5月至2017年5月期间有关家庭医学中反思性的定量、定性和混合研究进行了快速综述。两位评审员独立识别、选择和评审研究。综述结果被用于构建该工具的内容。我们的研究策略最初识别出810项研究，从中保留65项研究进行分析。使用主题分析法分析了纳入研究中遇到的反思性的不同概念。在纳入研究中确定了反思性的四个概念（即临床反思性、专业反思性、关系反思性和社会反思性）及其相关定义、目标和过程，并以此为基础开发了反思性工具。有必要提供关于反思性目的和过程的明确指导方针，同时更好地培训导师，以便他们能够更好地促进这类技能的培养。基于一项快速综述，本研究开发了一种工具，该工具以简洁且用户友好的方式呈现并阐明了医学实践中反思性的四种主要类型。像反思性工具这样的工具对于支持针对专业精神不同维度的反思过程至关重要。
