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Teaching Reflective Writing Through Learning Communities: An Opportunity to Meet Student Needs and Improve Student-Faculty Relationships

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Abstract

At Vanderbilt University School of Medicine (VUSM), medical humanities are taught in a learning-community-based course, covering topics in a discussion format and engaging students in reflective writing. The purpose of reflective writing is to improve student reflective capacity while promoting empathy and wellness. A potential hurdle is the willingness to be forthright in reflections without fear of judgment by mentors. Learning communities may be a venue for addressing these needs. Students reported increased subjective closeness and trust with mentors due to mentors reading reflections, suggesting that learning communities may provide an avenue for handling the competing requirements of reflective writing programs.

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Abbreviations

VUSM:

Vanderbilt University School of Medicine

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Authors and Affiliations

  1. Vanderbilt University School of Medicine, Nashville, TN, 37212, USA

    E. Michael Powers, Leah D. Vance & Amy E. Fleming

  2. Department of Pediatrics, Monroe Carell Jr. Children’s Hospital at Vanderbilt, Nashville, TN, 37212, USA

    Amy E. Fleming

Authors
  1. E. Michael Powers
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  2. Leah D. Vance
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  3. Amy E. Fleming
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Correspondence to Amy E. Fleming.

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REDcap: UL1 TR000445 from NCATS/NIH

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The authors have no financial relationships relevant to this article to disclose.

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All authors have no conflicts of interest to disclose.

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Powers, E.M., Vance, L.D. & Fleming, A.E. Teaching Reflective Writing Through Learning Communities: An Opportunity to Meet Student Needs and Improve Student-Faculty Relationships. Med.Sci.Educ. 26, 129–133 (2016). https://doi.org/10.1007/s40670-015-0223-6

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  • DOI: https://doi.org/10.1007/s40670-015-0223-6

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