ArticleMedical science educator2019
Practical Tips for Implementing a Student-Led Reflective Writing Workshop Series.
Article in Medical science educator, 2019. 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.
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Who cites it
4 citing papers in PubMed.
- "It turns out I was wrong": a thematic analysis of medical students' reflective writing in an e-learning course on communication skills.BMC medical education · 2025Article
- Tips for Harnessing the Educational Potential of Tumor Boards for Medical Students.Medical science educator · 2024Article
- Student Perceptions of a Reflective Writing-based Wellness Course: "Good in Theory, But..."Medical science educator · 2021Article
- Re: Practical Tips for Implementing a Student-Led Reflective Writing Workshop Series.Medical science educator · 2020Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Reflective practice may ameliorate the burnout, empathy loss, and depression that medical students experience during clerkships. We describe a student-led reflective writing workshop in a safe and structured small group setting. We provide twelve tips for implementing such a workshop, informed by the existing literature on reflective writing and near-peer teaching, which include developing writing prompts, guiding student facilitators, and obtaining feedback. Common topics include patient suffering, workplace dynamics, and the joys of practicing medicine. Participants develop camaraderie with peers as well as tools they can carry forward as they continue to process the challenging experiences intrinsic to clinical medicine.
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Registered trials
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