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Practical Tips for Implementing a Student-Led Reflective Writing Workshop Series

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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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Authors and Affiliations

  1. Department of Medicine, Johns Hopkins Hospital, Baltimore, MD, USA

    Andi Shahu

  2. Department of Pediatrics, Children’s Hospital of Philadelphia, Philadelphia, PA, USA

    Alyssa R. Thomas

  3. Yale School of Medicine, 333 Cedar Street, New Haven, CT, 06511, USA

    Eli Neustadter

  4. Department of Internal Medicine, Yale School of Medicine, New Haven, CT, USA

    Anna Reisman

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  1. Andi Shahu
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  3. Eli Neustadter
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  4. Anna Reisman
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Correspondence to Eli Neustadter.

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Shahu, A., Thomas, A.R., Neustadter, E. et al. Practical Tips for Implementing a Student-Led Reflective Writing Workshop Series. Med.Sci.Educ. 29, 863–869 (2019). https://doi.org/10.1007/s40670-019-00753-x

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