ArticleJournal of general internal medicine2026
Making Reflective Practice by Interns Visible Through Digital Storytelling.
Article in Journal of general internal medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- A qualitative thematic comparative analysis of independent and AI-supported clinical reflections among medical interns.Frontiers in medicine · 2026Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFacilitated reflection-based activities may support the development of reflective practice in medical trainees, an important activity in the process of professional identity formation. Digital storytelling is a multimedia reflection-based activity that expands upon traditional modalities and follows universal design for learning. There is a paucity of literature describing use of digital stories in graduate medical education trainees.
objectiveWe explored themes in digital stories by interns reflecting on experiences that impacted and shaped them as physicians.
designWe performed a retrospective thematic analysis of digital stories created by Internal Medicine interns to describe themes of transformative learning experiences.
participantsAll interns within a single residency program and at large, university-based health system participated in a reflection curriculum between July 2015 and June 2019. We considered 161 digital stories created during this time period for thematic analysis until we achieved saturation of themes. APPROACH: To foster understanding of the rich, complex data within digital stories we used an inductive approach to construct themes. KEY
resultsWe identified three themes from thirteen focused codes. Digital stories revealed interns use this modality to deeply describe experiences in which they (1) realized an aspect of their professional identity, (2) further understood or engaged with patients, (3) or recognized the challenges of the physician role.
conclusionsTo our knowledge, this is the first thematic analysis of digital stories by graduate medical education trainees. We observed that digital storytelling gave interns an opportunity to reflect upon experiences informing their professional identity and patient stories. This activity allowed interns to share and understand challenges they faced. These themes align with the reflection prompt, indicating we met the curricular objectives, as well as key domains in professional identify formation. Through the rich themes identified, we demonstrate this unique technology-based modality effectively fosters deep, intentional, explicit reflection.
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Registered trials
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