Personal Reflection: A Prescription for Medical Education

Solem, Casey

dc.contributor.author	Solem, Casey
dc.date.accessioned	2011-10-28T21:02:05Z
dc.date.available	2011-10-28T21:02:05Z
dc.date.issued	2011-03
dc.identifier.uri	http://hdl.handle.net/10150/183729
dc.description	A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.	en
dc.description.abstract	Since the time of the Second World War, patients have taken a more active role in their medical decision-making processes (Thomasma 1983). This has led to an increased expectation of professionalism, empathy, and respect from their physicians. The act of personal reflection by physicians is proposed as a means to help physicians meet these growing expectations from patients. The study of literature throughout the process of medical education has been established as a means to promote this type of personal reflection (Charon 2006). An exploration of the historical elements of this process provides a framework for the role that personal reflection plays in the practice of medicine and in the process of medical education. An analysis of key components of educating future physicians is provided, with an emphasis placed on methodologies that have been previously implemented. A review of personal reflection seminars that have been available in various medical education settings provides an understanding of factors that lead to the success and failure of such curricula, and provides the framework for a set of recommendations, a prescription, which may assist additional medical educators as they produce similar programs. Examples of personal reflection by the author are provided in order to emphasize the salient themes identified by the literature.
dc.language.iso	en_US	en
dc.publisher	The University of Arizona.	en_US
dc.rights	Copyright © is held by the author. Digital access to this material is made possible by the College of Medicine - Phoenix, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.	en_US
dc.subject.mesh	Narration	en
dc.subject.mesh	Self Concept	en
dc.subject.mesh	Writing	en
dc.title	Personal Reflection: A Prescription for Medical Education	en_US
dc.type	text; Electronic Thesis	en
dc.contributor.department	The University of Arizona College of Medicine - Phoenix	en
dc.description.collectioninformation	This item is part of the College of Medicine - Phoenix Scholarly Projects 2011 collection. For more information, contact the Phoenix Biomedical Campus Library at pbc-library@email.arizona.edu.	en_US
dc.contributor.mentor	Robert, Jason	en
refterms.dateFOA	2018-06-15T09:19:41Z
html.description.abstract	Since the time of the Second World War, patients have taken a more active role in their medical decision-making processes (Thomasma 1983). This has led to an increased expectation of professionalism, empathy, and respect from their physicians. The act of personal reflection by physicians is proposed as a means to help physicians meet these growing expectations from patients. The study of literature throughout the process of medical education has been established as a means to promote this type of personal reflection (Charon 2006). An exploration of the historical elements of this process provides a framework for the role that personal reflection plays in the practice of medicine and in the process of medical education. An analysis of key components of educating future physicians is provided, with an emphasis placed on methodologies that have been previously implemented. A review of personal reflection seminars that have been available in various medical education settings provides an understanding of factors that lead to the success and failure of such curricula, and provides the framework for a set of recommendations, a prescription, which may assist additional medical educators as they produce similar programs. Examples of personal reflection by the author are provided in order to emphasize the salient themes identified by the literature.