A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51
Introduction: Reflection is thought to be an essential skill for physicians. Although much has been written about it, there is little concurrence about how to best teach reflection in medical education. The aim of this review was to determine: (i) which educational interventions are being used to de...
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| creator | Uygur, Jane Stuart, Ellen De Paor, Muireann Wallace, Emma Duffy, Seamus O'Shea, Marie Smith, Susan Pawlikowska, Teresa |
| description | Introduction: Reflection is thought to be an essential skill for physicians. Although much has been written about it, there is little concurrence about how to best teach reflection in medical education. The aim of this review was to determine: (i) which educational interventions are being used to develop reflection, (ii) how is reflection being assessed, and (iii) what are the most effective interventions.
Methods: Inclusion criteria comprised: (i) undergraduate medical students, (ii) a teaching intervention to develop reflection, and (iii) assessment of the intervention. A review protocol was developed and nine databases were searched. Screening, data extraction, and analysis procedures were performed in duplicate. Due to the heterogeneity of studies, a narrative synthesis approach was performed for the study analysis.
Results: Twenty-eight studies met the inclusion criteria. The interventions in these studies had at least of two of the following components related to reflection: (i) introduction, (ii) trigger, (iii) writing, (iv) guidelines, (v) small group discussion, (vi) tutor and (vii) feedback. Three validated rubrics were used to assess reflective writing in these studies.
Conclusions: The strongest evidence from studies in this review indicates that guidelines for, and feedback on, reflective writing improve student reflection. |
| doi_str_mv | 10.1080/0142159X.2018.1505037 |
| format | Article |
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Methods: Inclusion criteria comprised: (i) undergraduate medical students, (ii) a teaching intervention to develop reflection, and (iii) assessment of the intervention. A review protocol was developed and nine databases were searched. Screening, data extraction, and analysis procedures were performed in duplicate. Due to the heterogeneity of studies, a narrative synthesis approach was performed for the study analysis.
Results: Twenty-eight studies met the inclusion criteria. The interventions in these studies had at least of two of the following components related to reflection: (i) introduction, (ii) trigger, (iii) writing, (iv) guidelines, (v) small group discussion, (vi) tutor and (vii) feedback. Three validated rubrics were used to assess reflective writing in these studies.
Conclusions: The strongest evidence from studies in this review indicates that guidelines for, and feedback on, reflective writing improve student reflection.</description><identifier>ISSN: 0142-159X</identifier><identifier>EISSN: 1466-187X</identifier><identifier>DOI: 10.1080/0142159X.2018.1505037</identifier><identifier>PMID: 30634872</identifier><language>eng</language><publisher>England: Taylor & Francis</publisher><subject>Clinical Competence ; Education, Medical, Undergraduate - methods ; Extraction ; Group Discussion ; Guidelines ; Humans ; Instructional Effectiveness ; Intervention ; Medical education ; Medical screening ; Medical students ; Reflection ; Self Efficacy ; Student Improvement ; Students, Medical - psychology ; Systematic review ; Teacher Effectiveness ; Teaching ; Teaching methods ; Thinking ; Writing</subject><ispartof>Medical teacher, 2019-01, Vol.41 (1), p.3-16</ispartof><rights>2019 AMEE 2019</rights><rights>2019 AMEE</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c441t-d470bc59ccf795d9a329d9415da811fe40f31f71623e810f20abb4e11d31a7143</citedby><cites>FETCH-LOGICAL-c441t-d470bc59ccf795d9a329d9415da811fe40f31f71623e810f20abb4e11d31a7143</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30634872$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Uygur, Jane</creatorcontrib><creatorcontrib>Stuart, Ellen</creatorcontrib><creatorcontrib>De Paor, Muireann</creatorcontrib><creatorcontrib>Wallace, Emma</creatorcontrib><creatorcontrib>Duffy, Seamus</creatorcontrib><creatorcontrib>O'Shea, Marie</creatorcontrib><creatorcontrib>Smith, Susan</creatorcontrib><creatorcontrib>Pawlikowska, Teresa</creatorcontrib><title>A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51</title><title>Medical teacher</title><addtitle>Med Teach</addtitle><description>Introduction: Reflection is thought to be an essential skill for physicians. Although much has been written about it, there is little concurrence about how to best teach reflection in medical education. The aim of this review was to determine: (i) which educational interventions are being used to develop reflection, (ii) how is reflection being assessed, and (iii) what are the most effective interventions.
Methods: Inclusion criteria comprised: (i) undergraduate medical students, (ii) a teaching intervention to develop reflection, and (iii) assessment of the intervention. A review protocol was developed and nine databases were searched. Screening, data extraction, and analysis procedures were performed in duplicate. Due to the heterogeneity of studies, a narrative synthesis approach was performed for the study analysis.
Results: Twenty-eight studies met the inclusion criteria. The interventions in these studies had at least of two of the following components related to reflection: (i) introduction, (ii) trigger, (iii) writing, (iv) guidelines, (v) small group discussion, (vi) tutor and (vii) feedback. Three validated rubrics were used to assess reflective writing in these studies.
Conclusions: The strongest evidence from studies in this review indicates that guidelines for, and feedback on, reflective writing improve student reflection.</description><subject>Clinical Competence</subject><subject>Education, Medical, Undergraduate - methods</subject><subject>Extraction</subject><subject>Group Discussion</subject><subject>Guidelines</subject><subject>Humans</subject><subject>Instructional Effectiveness</subject><subject>Intervention</subject><subject>Medical education</subject><subject>Medical screening</subject><subject>Medical students</subject><subject>Reflection</subject><subject>Self Efficacy</subject><subject>Student Improvement</subject><subject>Students, Medical - psychology</subject><subject>Systematic review</subject><subject>Teacher Effectiveness</subject><subject>Teaching</subject><subject>Teaching methods</subject><subject>Thinking</subject><subject>Writing</subject><issn>0142-159X</issn><issn>1466-187X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kcFu1DAURS0EokPhE0CW2LDJ4Bc7ccKKtgoFqYUNSN1FHvuZcZXEg-1MNT_Ed-JopixYsLJlnXvf9buEvAa2Btaw9wxECVV7ty4ZNGuoWMW4fEJWIOq6gEbePSWrhSkW6Iy8iPGeMVa1bfWcnHFWc9HIckV-X9BLjIl2e2dw0kjdRG_ROK0G2plZq-T8ROMhJhzzXdOAe4cPNHlqMGEY3YQ0bZGOPrugtaiT2-cnVHrrpp90xLT1JmZGpSzZ4-B32cQOC5it87zxNC-mOWdI8QO97G47ej3nSPSrX9MKXpJnVg0RX53Oc_LjU_f96nNx8-36y9XFTaGFgFQYIdlGV63WVraVaRUvW9MKqIxqACwKZjlYCXXJsQFmS6Y2G4EAhoOSIPg5eXf03QX_a86L6UcXNQ6DmtDPsS9BtlxyKcuMvv0HvfdzmHK6nrNGioaxmmWqOlI6-Bjzv_tdcKMKhx5YvxTZPxbZL0X2pyKz7s3Jfd7k_fxVPTaXgY9HwE3Wh1E9-DCYPqnD4IMNatIu5_j_jD_C_q2q</recordid><startdate>20190102</startdate><enddate>20190102</enddate><creator>Uygur, Jane</creator><creator>Stuart, Ellen</creator><creator>De Paor, Muireann</creator><creator>Wallace, Emma</creator><creator>Duffy, Seamus</creator><creator>O'Shea, Marie</creator><creator>Smith, Susan</creator><creator>Pawlikowska, Teresa</creator><general>Taylor & Francis</general><general>Taylor & Francis Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>7X8</scope></search><sort><creationdate>20190102</creationdate><title>A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51</title><author>Uygur, Jane ; Stuart, Ellen ; De Paor, Muireann ; Wallace, Emma ; Duffy, Seamus ; O'Shea, Marie ; Smith, Susan ; Pawlikowska, Teresa</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c441t-d470bc59ccf795d9a329d9415da811fe40f31f71623e810f20abb4e11d31a7143</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Clinical Competence</topic><topic>Education, Medical, Undergraduate - methods</topic><topic>Extraction</topic><topic>Group Discussion</topic><topic>Guidelines</topic><topic>Humans</topic><topic>Instructional Effectiveness</topic><topic>Intervention</topic><topic>Medical education</topic><topic>Medical screening</topic><topic>Medical students</topic><topic>Reflection</topic><topic>Self Efficacy</topic><topic>Student Improvement</topic><topic>Students, Medical - psychology</topic><topic>Systematic review</topic><topic>Teacher Effectiveness</topic><topic>Teaching</topic><topic>Teaching methods</topic><topic>Thinking</topic><topic>Writing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Uygur, Jane</creatorcontrib><creatorcontrib>Stuart, Ellen</creatorcontrib><creatorcontrib>De Paor, Muireann</creatorcontrib><creatorcontrib>Wallace, Emma</creatorcontrib><creatorcontrib>Duffy, Seamus</creatorcontrib><creatorcontrib>O'Shea, Marie</creatorcontrib><creatorcontrib>Smith, Susan</creatorcontrib><creatorcontrib>Pawlikowska, Teresa</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Medical teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Uygur, Jane</au><au>Stuart, Ellen</au><au>De Paor, Muireann</au><au>Wallace, Emma</au><au>Duffy, Seamus</au><au>O'Shea, Marie</au><au>Smith, Susan</au><au>Pawlikowska, Teresa</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51</atitle><jtitle>Medical teacher</jtitle><addtitle>Med Teach</addtitle><date>2019-01-02</date><risdate>2019</risdate><volume>41</volume><issue>1</issue><spage>3</spage><epage>16</epage><pages>3-16</pages><issn>0142-159X</issn><eissn>1466-187X</eissn><abstract>Introduction: Reflection is thought to be an essential skill for physicians. Although much has been written about it, there is little concurrence about how to best teach reflection in medical education. The aim of this review was to determine: (i) which educational interventions are being used to develop reflection, (ii) how is reflection being assessed, and (iii) what are the most effective interventions.
Methods: Inclusion criteria comprised: (i) undergraduate medical students, (ii) a teaching intervention to develop reflection, and (iii) assessment of the intervention. A review protocol was developed and nine databases were searched. Screening, data extraction, and analysis procedures were performed in duplicate. Due to the heterogeneity of studies, a narrative synthesis approach was performed for the study analysis.
Results: Twenty-eight studies met the inclusion criteria. The interventions in these studies had at least of two of the following components related to reflection: (i) introduction, (ii) trigger, (iii) writing, (iv) guidelines, (v) small group discussion, (vi) tutor and (vii) feedback. Three validated rubrics were used to assess reflective writing in these studies.
Conclusions: The strongest evidence from studies in this review indicates that guidelines for, and feedback on, reflective writing improve student reflection.</abstract><cop>England</cop><pub>Taylor & Francis</pub><pmid>30634872</pmid><doi>10.1080/0142159X.2018.1505037</doi><tpages>14</tpages><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Clinical Competence Education, Medical, Undergraduate - methods Extraction Group Discussion Guidelines Humans Instructional Effectiveness Intervention Medical education Medical screening Medical students Reflection Self Efficacy Student Improvement Students, Medical - psychology Systematic review Teacher Effectiveness Teaching Teaching methods Thinking Writing |
| title | A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51 |
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