Reflective Writing in Medical Training

To allow improvement to be done

Everyday event, Positive or Negative experiences, Eventful or Unusual incidents, Routine activities, Important events

To acknowledge the role and function of reflective writing

Willing and have an open mind to learn from experience and make changes if required, willing to share and discuss the experiences and being honest with the process, able to allocate time for reflection, motivated to describe, analyse and replay the experiences.

To develop strategies for effective reflective writing

To apply the content and develop a reflective thinking/writing/report

Reflective writing is a writing process which encourages individuals to share their thoughts on paper and analyze it for betterment.

Process reflection prompts students to think about their progress and the strategies they are using while working on a project or assignment.

Backward-looking reflection refers to looking and relating to the past, often at the end of a project, work term, or volunteer experience.

Inward-looking reflection focuses on students' personal strengths, gaps, resources, standards, values, and response to challenges.

Outward-looking reflection helps students build awareness of alternative perspectives and ways of doing things through observation.

Forward-looking reflection prompts students to think about which components look familiar and which look more challenging at the beginning of a course or project, and focus on the results at the end.

Donald Schön (1991)

Gibb’s Reflective Cycle is a model of reflection identified by Gibbs, which involves learning by doing and serves as a guide to teaching and learning methods.

The purpose of reflective writing is to encourage individuals to explore their experiences, gain new understandings, and appreciate their learning journey.

Process reflection benefits students by prompting them to evaluate their progress and the strategies they are using while working on a project or assignment.