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. 2012 Oct;58(10):e563-9.

Narrative means to professional ends: new strategies for teaching CanMEDS roles in Canadian medical schools

Allan Peterkin  1 , Michael Roberts, Lynn Kavanagh, Tom Havey
Affiliations

Narrative means to professional ends: new strategies for teaching CanMEDS roles in Canadian medical schools

Allan Peterkin et al. Can Fam Physician. 2012 Oct.

Abstract
in English, French

Problem addressed: Medical students in training are rarely encouraged to engage in reflective thinking around clinical encounters. Writing exercises can be an effective route for encouraging student reflection.

Objective of program: The purpose of this pilot project was to determine if using reflective writing in teaching the CanMEDS roles helps to increase students' understanding of the roles in the clinical context.

Program description: A pilot project was undertaken with 10 third-year medical students at the University of Toronto in Ontario. Students wrote about a different CanMEDS role for each session based on supplied writing prompts. Students also completed a Narrative Reflection Tool at the end of each group session. A selection of writing samples was assessed for reflection and for an understanding of the CanMEDS roles. Students were also given an opportunity to provide feedback on the program.

Conclusion: Students demonstrated a good grasp of the CanMEDS roles, strong reflective capacity, and engagement in the learning process. Results suggest reflective writing has an important role in encouraging personal reflection and reflective thinking in the clinical context.

Problème à l’étude: On incite rarement les étudiants en médecine à utiliser la pensée réflexive à propos des cas qu’ils rencontrent en clinique. Les exercices de rédaction peuvent s’avérer un moyen efficace de susciter la réflexion chez l’étudiant pour l’étudiant de réfléchir.

Objectif du programme: Ce projet pilote avait pour but de déterminer si, dans le cadre de l’enseignement des rôles CanMEDS, la rédaction réflexive peut accroître sa compréhension de ces rôles en clinique.

Description du programme: Dix étudiants de troisième année de médecine à l’Université de Toronto, en Ontario, ont participé à un projet pilote. À la réception d’un message écrit, ils ont rédigé un texte sur un rôle CanMEDS, qui différait à chaque session. Ils ont aussi répondu aux questions d’un outil de réflexion narratif à la fin de chaque séance de groupe. Une sélection d’échantillons de ces rédactions a servi à évaluer la réflexion et la compréhension des rôles CanMEDS. On a également permis aux étudiants de fournir des commentaires sur le programme.

Conclusion: Les étudiants ont démontré une bonne compréhension des rôles CanMEDS, une excellente capacité réflexive et une bonne participation au processus d’apprentissage. Les résultats laissent entendre que la rédaction réflexive est un bon moyen d’encourager la réflexion personnelle et la pensée réflexive en clinique.

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References

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