A Mixed-Methods Systematic Review of Group Reflective Practice in Medical Students
Background: Used primarily as a pedagogical evaluation tool for didactic teaching and skill development, reflective practice (RP) for its own merits is poorly understood. This study aimed to systematically review the literature regarding the role of group RP in fostering empathy, wellbeing, and prof...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-06-01
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| Series: | Healthcare |
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| Online Access: | https://www.mdpi.com/2227-9032/11/12/1798 |
| _version_ | 1797594513316773888 |
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| author | Kelvin C. Y. Leung Carmelle Peisah |
| author_facet | Kelvin C. Y. Leung Carmelle Peisah |
| author_sort | Kelvin C. Y. Leung |
| collection | DOAJ |
| description | Background: Used primarily as a pedagogical evaluation tool for didactic teaching and skill development, reflective practice (RP) for its own merits is poorly understood. This study aimed to systematically review the literature regarding the role of group RP in fostering empathy, wellbeing, and professionalism in medical students. Methods: Electronic searches of empirical studies published between 1 January 2010 and 22 March 2022 from Medline, Embase, and PsychINFO databases were conducted. Empirical studies of any design (qualitative or quantitative) which included RP (1) involving medical students; (2) with a focus on fostering empathy, or professionalism, or personal wellbeing; and (3) provided in a group setting were included. Duplicates, non-English articles, grey literature and articles using RP to examine pedagogy and specific technical skills were excluded. Both authors screened articles independently to derive a final list of included studies, with any discrepancies resolved by discussion, until consensus reached. Articles were rated for methodological quality using the Attree and Milton checklist for qualitative studies; the Oxford Centre for Evidence-Based Medicine criteria, and the Alberta Heritage Foundation for Medical Research Standard Quality Assessment Criteria for quantitative studies. Results: Of 314 articles identified, 18 were included: 9 qualitative; 4 quantitative and 5 mixed methodology. Settings included United States (6), United Kingdom (3), Australia (3), France (2), Taiwan (2), Germany (1), and Ireland (1). Themes were (i) professionalism: bridging theoretical paradigms and practice; (ii) halting empathy decline; (iii) wellbeing: shared experience. Additional themes regarding the “successful“ delivery of RP groups in facilitating these outcomes also emerged. Conclusions: This first systematic review of group RP in medical students shows that RP may bring theory to life in clinical dilemmas, while fostering collegiality and mitigating against isolation amongst students, despite the absence of studies directly examining wellbeing. These findings support the value of RP integration focusing on emotive and humanitarian processes into contemporary medical education for medical students. Systematic review registration: PROSPERO CRD42022322496. |
| first_indexed | 2024-03-11T02:24:17Z |
| format | Article |
| id | doaj.art-3d8cb68e886f469cb9ac6c053e5daa16 |
| institution | Directory Open Access Journal |
| issn | 2227-9032 |
| language | English |
| last_indexed | 2024-03-11T02:24:17Z |
| publishDate | 2023-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Healthcare |
| spelling | doaj.art-3d8cb68e886f469cb9ac6c053e5daa162023-11-18T10:39:16ZengMDPI AGHealthcare2227-90322023-06-011112179810.3390/healthcare11121798A Mixed-Methods Systematic Review of Group Reflective Practice in Medical StudentsKelvin C. Y. Leung0Carmelle Peisah1Research and Education Network, Westmead Hospital, Sydney, NSW 2145, AustraliaResearch and Education Network, Westmead Hospital, Sydney, NSW 2145, AustraliaBackground: Used primarily as a pedagogical evaluation tool for didactic teaching and skill development, reflective practice (RP) for its own merits is poorly understood. This study aimed to systematically review the literature regarding the role of group RP in fostering empathy, wellbeing, and professionalism in medical students. Methods: Electronic searches of empirical studies published between 1 January 2010 and 22 March 2022 from Medline, Embase, and PsychINFO databases were conducted. Empirical studies of any design (qualitative or quantitative) which included RP (1) involving medical students; (2) with a focus on fostering empathy, or professionalism, or personal wellbeing; and (3) provided in a group setting were included. Duplicates, non-English articles, grey literature and articles using RP to examine pedagogy and specific technical skills were excluded. Both authors screened articles independently to derive a final list of included studies, with any discrepancies resolved by discussion, until consensus reached. Articles were rated for methodological quality using the Attree and Milton checklist for qualitative studies; the Oxford Centre for Evidence-Based Medicine criteria, and the Alberta Heritage Foundation for Medical Research Standard Quality Assessment Criteria for quantitative studies. Results: Of 314 articles identified, 18 were included: 9 qualitative; 4 quantitative and 5 mixed methodology. Settings included United States (6), United Kingdom (3), Australia (3), France (2), Taiwan (2), Germany (1), and Ireland (1). Themes were (i) professionalism: bridging theoretical paradigms and practice; (ii) halting empathy decline; (iii) wellbeing: shared experience. Additional themes regarding the “successful“ delivery of RP groups in facilitating these outcomes also emerged. Conclusions: This first systematic review of group RP in medical students shows that RP may bring theory to life in clinical dilemmas, while fostering collegiality and mitigating against isolation amongst students, despite the absence of studies directly examining wellbeing. These findings support the value of RP integration focusing on emotive and humanitarian processes into contemporary medical education for medical students. Systematic review registration: PROSPERO CRD42022322496.https://www.mdpi.com/2227-9032/11/12/1798reflective practicecontinuing medical educationempathyprofessionalismwellbeing |
| spellingShingle | Kelvin C. Y. Leung Carmelle Peisah A Mixed-Methods Systematic Review of Group Reflective Practice in Medical Students Healthcare reflective practice continuing medical education empathy professionalism wellbeing |
| title | A Mixed-Methods Systematic Review of Group Reflective Practice in Medical Students |
| title_full | A Mixed-Methods Systematic Review of Group Reflective Practice in Medical Students |
| title_fullStr | A Mixed-Methods Systematic Review of Group Reflective Practice in Medical Students |
| title_full_unstemmed | A Mixed-Methods Systematic Review of Group Reflective Practice in Medical Students |
| title_short | A Mixed-Methods Systematic Review of Group Reflective Practice in Medical Students |
| title_sort | mixed methods systematic review of group reflective practice in medical students |
| topic | reflective practice continuing medical education empathy professionalism wellbeing |
| url | https://www.mdpi.com/2227-9032/11/12/1798 |
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