scholarly journals Reflective writing and its impact on empathy in medical education: systematic review

2014 ◽  
Vol 11 ◽  
pp. 20 ◽  
Author(s):  
Isabel Chen ◽  
Connor Forbes
Keyword(s):  
Medical Curriculum ◽  
Clinical Skills ◽  
Outcome Measurement ◽  
Reflective Writing ◽  
Systemic Review ◽  
Writing Interventions ◽  
Significant Change ◽  
Physician Empathy ◽  
The Impact ◽  
Writing Exercises

Purpose: Medical schools are increasingly aware of the ways in which physician empathy can have a profound impact on patients’ lives and have developed humanities initiatives to address this concern. Reflective writing in particular is more commonly promoted in medical curricula, but there is limited research on the impact of reflective writing on medical student empathy levels. It aims to find the emotional effects of reflective writing interventions on medical and healthcare students by systemic review. Methods: Two investigators independently reviewed educational publications for critical analysis. This review focused systematically on quantitative papers that measure the impact of reflective writing on empathy. Results: Of the 1,032 studies found on Medline and CINAHL, only 8 used quantitative measures pre- and postwritten reflection to measure any impact on empathy outcomes. The outcomes measured included impact of reflective writing exercises on student wellness, aptitude, and/or clinical skills. Of these studies, a significant change in student empathy was observed in 100% of the studies, demonstrating a significant change in outcomes. Conclusion: Although the lack of homogeneity in outcome measurement in the literature limits possible conclusion from this review, the overwhelmingly positive reporting of outcomes suggests that reflective writing should be considered in any medical curriculum.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals ON THE USE OF REFLECTIVE WRITING EXERCISES FOR IMPROVING STUDENT LEARNING OF CONCEPTUAL AND TECHNICAL PROBLEMS IN ENGINEERING

2019 ◽  
Author(s):  
Lawrence R. Chen ◽  
Maxime Jacques ◽  
Zeinab Sobhanigavgani
Keyword(s):  
Reflective Writing ◽  
First Year ◽  
Computer Engineering ◽  
Technical Problems ◽  
Engineering Programs ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Improving Student Learning ◽  
The Impact ◽  
Writing Exercises

Self-reflection and reflective writing are often used to promote self-regulated learning amongst students (Nilson, 2013). A number of engineering programs are incorporating greater opportunities for student reflection (Turns et al., 2014); at the same time, there is a growing need for additional research on the impact of selfreflection and reflective exercises in engineering education (Clark and Dickerson, 2019). We describe the implementation and examine the impact of two types of reflective writing exercisesan exam wrapper and selfevaluation in two Electrical and Computer Engineering courses, a fundamental first year course on signals and systems and a final year technical elective course on photonics.

scholarly journals Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies. Methods A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence. Results Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Students’ satisfaction with general practitioners’ feedback to their reflective writing: a randomized controlled trial

2017 ◽  
Vol 8 (4) ◽  
pp. e54-59
Author(s):  
Alexander Kiss ◽  
Claudia Steiner ◽  
Paul Grossman ◽  
Wolf Langewitz ◽  
Peter Tschudi ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
General Practitioners ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Controlled Trial ◽  
Intervention Group ◽  
Reflective Writing ◽  
Specific Instruction ◽  
Randomized Controlled ◽  
Students Satisfaction

Background: Reflective Writing (RW) is increasingly being implemented in medical education. Feedback to students’ reflective writing (RW) is essential, but resources for individualized feedback often lack. We aimed to determine whether general practitioners (GPs) teaching students clinical skills could also provide feedback to RW and whether an instruction letter specific to RW feedback increases students’ satisfaction.Methods: GPs were randomized to the two study arms using block randomization. GPs in both groups received an instruction letter on giving students feedback on clinical skills. Additionally, intervention group GPs received specific instructions on providing feedback to students’ RW. Students completed satisfaction questionnaires on feedback received on clinical skills and RW. T-tests were employed for all statistical analysis to compare groups.Results: Eighty-three out of 134 physicians participated: 38 were randomized to the control, 45 to the intervention group. Students were very satisfied with the feedback on RW and clinical skills regardless of tutors’ group allocation. A specific instruction letter had no additional effect on students’ satisfaction.Conclusion: Based on student satisfaction, GPs who give students feedback on clinical skills are also well suited to provide feedback on RW. This approach can facilitate the introduction of mandatory RW into the regular medical curriculum.

ANALISIS RASIO UNTUK MENGUKUR KINERJA KEUANGAN PERUSAHAAN (STUDI KASUS PADA PT MEKAR KARYA PRATAMA)

2019 ◽  
Vol 9 (1B) ◽  
pp. 15
Author(s):  
Rizki Ahmad Fauzi
Keyword(s):  
Financial Performance ◽  
Financial Statements ◽  
Corporate Activity ◽  
Significant Change ◽  
Overall Ratio ◽  
The Impact ◽  
Solvency Ratio

Based on the results of the analysis of the ratio of the financial statements can be seen from liquidity ratio in 2010 can already be said to be liquid and in 2011 occurred very significant increase in this ratio that makes the company's liquidity to be too high. Judging from the solvency ratio, in 2010 the company could not be said solvable because the value of this ratio is still quite high. However, in 2011 this ratio decreased significantly which shows that the company can already be said to be solvable. From the ratio of the activity, in 2010 and 2011 the ratio of corporate activity can already be said to be good. Despite the decrease from 2010 to 2011 on some of these ratios, but the overall ratio of activity of the company is good enough. Judging from the ratio of profitability, in 2010 and 2011 the profitability of the company can not be said to be good because it is still very low and no significant change from the year 2010 to the year 2011 for this ratio.The overall financial performance of PT Mekar Karya Pratama from year 2010 to year 2011 can be said to be good, although there are some things that must be considered and they should be repaired as liquidity is too high which causes the idle funds and the impact on the profitability is low. Keyword:Rasio Analysis

Effects of Quarantine Due to the COVID-19 on Sleep Duration and Quality in Algerians

2020 ◽  
Vol 60 (2) ◽  
pp. 182-193
Author(s):  
Kacem Abdelhadi ◽  
Houar Abdelatif ◽  
Zerf Mohamed ◽  
Bengoua Ali
Keyword(s):  
Statistical Analysis ◽  
Sleep Quality ◽  
Sleep Duration ◽  
Online Survey ◽  
Public Awareness ◽  
Italian Version ◽  
Sleep Timing ◽  
Algerian Population ◽  
Significant Change ◽  
The Impact

SummaryThis study tests the impact of COVID-19 on sleep of Algerian population before and during the COVID-19 quarantine by an estimated online survey, adapted from the PSQI Italian version. Including 1210 participants (age between 18-60 years old). The statistical analysis was carried out using SPSS version 22.0 software. Our results showed a significant change in sleeping quality during quarantine, the sleep timing markedly changed, we also noticed additional use of sleeping medications. Algerian scientists recommend to build public awareness and to provide necessary information regarding Algerian sleep quality, especially for Algerian adults.

The impact of reflective writing paper on non-English major learners’ autonomy in the context of Vietnam

2013 ◽  
Vol 17 (1-2) ◽  
pp. 104-128
Author(s):  
Phan Thi Tuyet Van
Keyword(s):  
Teaching Methods ◽  
Reflective Writing ◽  
Research Results ◽  
English Major ◽  
Study Process ◽  
The Impact ◽  
Process Journal

The article aims to investigate the impact of the reflective writing paper on non- English major learners’ learning autonomy in a Vietnamese context. The data was collected by means of questionnaire, competence tests and interviews. The participants did two reflective writing papers as an intervention during the research. The research results show the possibilities for teachers to modify their teaching methods through analysis of feedback from the subjects. The findings showed that most participants appreciated the role of the reflective writing paper and they were aware of the significance of learning autonomy in their study process. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 104-128 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8102

Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation

2020 ◽  
Vol 16 (1) ◽  
pp. 123-152
Author(s):  
Marcella Caprario
Keyword(s):  
Content Analysis ◽  
Listening Comprehension ◽  
English For Academic Purposes ◽  
Reflective Writing ◽  
Pragmatic Competence ◽  
Missed Opportunities ◽  
Self Reflection ◽  
And Performance ◽  
Communication Breakdowns ◽  
The Impact

AbstractThis qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.

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