ABSTRACT SUBMISSION FORM
Presenter's
Information
| Author’s name 1: Affiliation 1: Department 1: e-mail 1: phone 1: |
Lynda Montgomery,
MD, MEd, Assistant Professor |
| Author’s name 2 : Affiliation 2: Department 2: e-mail 2: phone 2: |
Pranjal Thakuria
|
| Author’s name 3: Affiliation 3: Department 3: e-mail 3: phone 3: |
Alexander Tsai |
Poster Title
Reflective Journal Writing to Enhance Medical |
|
Poster Abstract (Text only, do not exceed 250 words)
Background: Medical students face many challenges during their training. One such challenge is to make the transition from passive learning to active, self-directed learning. Journals have been used to foster reflection in many educational settings.
Primary Aims: 1) to demonstrate that the learning journal is feasible; 2) to assess students’ impressions of how journal-writing enhances self-directed learning, integration of basic and clinical science, and development of a professional identity; and 3) to describe the types of questions, level of knowledge, and depth of thinking demonstrated by students through qualitative analysis of journal content.
Methods: We will ask third-year medical students to keep a journal of their clinical activities using an Internet-based log (“blog”). Care will be taken to ensure the confidentiality of patients and study participants (i.e., students and faculty). Focus groups, surveys, and quantitative data from the journals (number of entries, average number per student) will be used to assess feasibility. Qualitative analysis of journal content (with any identifiers eliminated) will be used to understand how students used the journals. A small group of students and a faculty facilitator will share journal entries with each other as a way of generating dialogue.
Questions for
Discussion:
1) Will
students who tend to avoid reflection participate in a meaningful way? How can
we foster this?
2) How
can this be a positive experience for students?