Implementing a Curricular Model for Structured Reflection in a Neurology Clinical Clerkship.

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Nitesh Mohan, Mackaleigh Levine Ba, Chen Yan, Robert G Wilson
{"title":"Implementing a Curricular Model for Structured Reflection in a Neurology Clinical Clerkship.","authors":"Nitesh Mohan, Mackaleigh Levine Ba, Chen Yan, Robert G Wilson","doi":"10.1177/23821205251374897","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Medical students frequently observe social, ethical, and systemic challenges during clinical rotations but often lack formal avenues for reflection. Structured reflective writing can promote critical thinking, empathy, and professional identity formation.</p><p><strong>Objective: </strong>To characterize the content and depth of student reflections on social elements of care during a neurology clerkship and assess the educational impact of a required reflective writing exercise.</p><p><strong>Methods: </strong>This retrospective qualitative study analyzed 46 reflective logs submitted by third-year medical students during their neurology rotation at the Cleveland Clinic (June 2023-May 2024). Logs focused on bias, social determinants of health, healthcare inequities, system challenges, or quality improvement. Logs and corresponding faculty responses were analyzed to identify themes, emotional tone, and professional development insights.</p><p><strong>Results: </strong>Most logs (77.3%) described bias, often related to gender or race. Students also noted communication barriers, access issues, and health inequities. Emotional tones included frustration (69.6%) and empathy (21.7%). Reflections often conveyed professional identity development (55%) and ethical reasoning (47.5%). Clerkship director responses were supportive, with frequent teaching points and validation.</p><p><strong>Conclusions: </strong>Students regularly encounter and meaningfully reflect on complex social issues during clinical training. Structured reflection offers critical insight into students' evolving perceptions of equitable care and often fosters professional growth. Integrating such exercises into clinical curricula may enhance students' ability to recognize and respond to bias and inequity in real-world practice.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251374897"},"PeriodicalIF":1.6000,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417676/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Education and Curricular Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23821205251374897","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

Background: Medical students frequently observe social, ethical, and systemic challenges during clinical rotations but often lack formal avenues for reflection. Structured reflective writing can promote critical thinking, empathy, and professional identity formation.

Objective: To characterize the content and depth of student reflections on social elements of care during a neurology clerkship and assess the educational impact of a required reflective writing exercise.

Methods: This retrospective qualitative study analyzed 46 reflective logs submitted by third-year medical students during their neurology rotation at the Cleveland Clinic (June 2023-May 2024). Logs focused on bias, social determinants of health, healthcare inequities, system challenges, or quality improvement. Logs and corresponding faculty responses were analyzed to identify themes, emotional tone, and professional development insights.

Results: Most logs (77.3%) described bias, often related to gender or race. Students also noted communication barriers, access issues, and health inequities. Emotional tones included frustration (69.6%) and empathy (21.7%). Reflections often conveyed professional identity development (55%) and ethical reasoning (47.5%). Clerkship director responses were supportive, with frequent teaching points and validation.

Conclusions: Students regularly encounter and meaningfully reflect on complex social issues during clinical training. Structured reflection offers critical insight into students' evolving perceptions of equitable care and often fosters professional growth. Integrating such exercises into clinical curricula may enhance students' ability to recognize and respond to bias and inequity in real-world practice.

Abstract Image

Abstract Image

神经病学临床见习课程结构反思模式的实施。
背景:医学生在临床轮转期间经常观察社会、伦理和系统挑战,但往往缺乏正式的反思途径。结构化的反思性写作可以促进批判性思维、同理心和职业身份的形成。目的:描述学生在神经病学见习期间对社会护理要素反思的内容和深度,并评估必修的反思性写作练习对教育的影响。方法:本回顾性定性研究分析了克利夫兰诊所(2023年6月至2024年5月)三年级医学生在神经病学轮转期间提交的46份反思日志。日志集中于偏见、健康的社会决定因素、医疗保健不公平、系统挑战或质量改进。日志和相应的教师回应进行了分析,以确定主题、情感基调和专业发展见解。结果:大多数日志(77.3%)描述了偏见,通常与性别或种族有关。学生们还注意到沟通障碍、获取机会问题和卫生不平等。情绪基调包括沮丧(69.6%)和同理心(21.7%)。反思通常传达了职业认同发展(55%)和道德推理(47.5%)。见习主任的反应是支持的,经常有教学点和肯定。结论:学生在临床训练中经常遇到复杂的社会问题并进行有意义的反思。结构化的反思为学生对公平护理的不断发展的看法提供了重要的见解,并经常促进专业成长。将这些练习整合到临床课程中可以提高学生在现实世界实践中识别和应对偏见和不公平的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development EDUCATION, SCIENTIFIC DISCIPLINES-
自引率
0.00%
发文量
62
审稿时长
8 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信