Narrative reflective practice in medical education for residents: composing shifting identities

dc.creator	Jean Clandinin
dc.creator	Marie Th&eacute;r&egrave;se Cave
dc.creator	Andrew Cave
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:34Z
dc.date.available	2015-07-20T22:22:34Z
dc.identifier	1179-7258
dc.identifier	https://doaj.org/article/b7d20ccf898643f896e19544fee59a56
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20706
dc.description	Jean Clandinin1, Marie Th&eacute;r&egrave;se Cave2, Andrew Cave21Center for Research for Teacher Education and Development, University of Alberta, Edmonton, Alberta, Canada; 2Department of Family Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, CanadaAbstract: As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students&#39; professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called &quot;parallel charts&quot;. They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.Keywords: physician identity formation, residency
dc.language	English
dc.publisher	Dove Press
dc.relation	http://www.dovepress.com/narrative-reflective-practice-in-medical-education-for-residents-compo-a5930
dc.relation	https://doaj.org/toc/1179-7258
dc.source	Advances in Medical Education and Practice, Vol 2011, Iss default, Pp 1-7 (2010)
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Narrative reflective practice in medical education for residents: composing shifting identities
dc.type	article