Jeremy A Dressler1, Beth A Ryder2, Kristina Monteiro3, Erin Cheschi4, Michael Connolly5, Thomas J Miner6, David T Harrington7. 1. Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: Jeremy.Dressler@lifespan.org. 2. Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: BRyder@usasurg.org. 3. Office of Medical Education, Warren Alpert School of Medicine, 222 Richmond Street, Providence, RI, 02903, United States. Electronic address: Kristina_monteiro@brown.edu. 4. Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: erin.cheschi@lifespan.org. 5. Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: Mconnolly5@lifespan.org. 6. Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: TMiner@usasurg.org. 7. Department of Surgery, Warren Alpert School of Medicine, Brown University, APC 4th Floor, 593 Eddy Street, Providence, RI, 02903, United States. Electronic address: DHarrington@usasurg.org.
Abstract
BACKGROUND: Medical student reflection is integral for professional development. Preliminary findings suggest that short-format writing promotes reflection and identifies impactful experiences. We sought to determine whether reflective writing could be used as a clerkship needs assessment. METHODS: During their surgical clerkship, medical students submitted "tweet"-format reflections and completed a standardized evaluation. "Tweet" content was analyzed using modified grounded theory methods and coded by valence, content, and reflection. Sub-coding was conducted to compare feedback between "tweets" and evaluations. RESULTS: We analyzed 286 reflections and 214 evaluation comments; 176 "tweets" were reflective (62%). "Tweets" commented on "patient interaction" (53%), "educational experience" (38%), "physician interaction" (26%), and "career decisions" (10%). A significant difference was observed between "tweets" and evaluations with regard to the number that provided feedback on experiences with "critically ill or dying patients." CONCLUSIONS: Reflections provided real-time reactions to impactful clerkship events, notably those involving critically ill or dying patients. This focus on illness may represent an unmet need for discussions related to end of life care. Overall, reflections provided more actionable feedback compared to evaluations.
BACKGROUND: Medical student reflection is integral for professional development. Preliminary findings suggest that short-format writing promotes reflection and identifies impactful experiences. We sought to determine whether reflective writing could be used as a clerkship needs assessment. METHODS: During their surgical clerkship, medical students submitted "tweet"-format reflections and completed a standardized evaluation. "Tweet" content was analyzed using modified grounded theory methods and coded by valence, content, and reflection. Sub-coding was conducted to compare feedback between "tweets" and evaluations. RESULTS: We analyzed 286 reflections and 214 evaluation comments; 176 "tweets" were reflective (62%). "Tweets" commented on "patient interaction" (53%), "educational experience" (38%), "physician interaction" (26%), and "career decisions" (10%). A significant difference was observed between "tweets" and evaluations with regard to the number that provided feedback on experiences with "critically ill or dying patients." CONCLUSIONS: Reflections provided real-time reactions to impactful clerkship events, notably those involving critically ill or dying patients. This focus on illness may represent an unmet need for discussions related to end of life care. Overall, reflections provided more actionable feedback compared to evaluations.