ArticleBMC medical education2014
We lived and breathed medicine - then life catches up: medical students' reflections.
Article in BMC medical education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed.
- Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system.BMC medical education · 2015Trial
- The ubiquity of uncertainty: a scoping review on how undergraduate health professions' students engage with uncertainty.Advances in health sciences education : theory and practice · 2021Article
- Recognizing Reflection: Computer-Assisted Analysis of First Year Medical Students' Reflective Writing.Medical science educator · 2021Article
- Clinical realism: a new literary genre and a potential tool for encouraging empathy in medical students.BMC medical education · 2015Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundReflective writing enhances personal and professional development. It is essential for the teachers to be familiar with the students' perceptions to improve the students' learning. Our aim was to deepen the understanding of the medical students' perceptions of the studies and the coming profession.
methodsOur theoretical perspective is constructivist, based upon the relativist view that individuals construct realities to understand and navigate the world. Constructivist methodologies are hermeneutic, with the focus on understanding rather than explaining. Thirty-five written reflections were collected in the first and fifth semesters at Lund University Medical School, Sweden. We used a thematic analysis, close to editing style analysis, inspired by K Malterud, who has modified Giorgi's phenomenological method.
resultsFor first-semester students the focus is on studies and methods to structure them. The fifth semester is permeated by strategies for achieving a sense of 'good enough', qualities of a good doctor and applicability. Clinical placement as a motivating element is important for both semesters.
conclusionsA sense of 'good enough' is crucial for students to get by. Reflective writing can illuminate the strategies for achieving this. Clinical placement is vital for motivation.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.