Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education

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dc.citation.firstpage535en_US
dc.citation.journalTitleJournal of Medical Humanitiesen_US
dc.citation.lastpage569en_US
dc.citation.volumeNumber42en_US
dc.contributor.authorBracken, Rachel Conraden_US
dc.contributor.authorMajor, Ajayen_US
dc.contributor.authorPaul, Aleenaen_US
dc.contributor.authorOstherr, Kirstenen_US
dc.date.accessioned2022-01-07T16:17:18Zen_US
dc.date.available2022-01-07T16:17:18Zen_US
dc.date.issued2021en_US
dc.description.abstractNarrative analysis, creative writing, and interactive reflective writing have been identified as valuable for professional identity formation and resilience among medical and premedical students alike. This study proposes that medical student blogs are novel pedagogical tools for fostering peer-to-peer learning in academic medicine and are currently underutilized as a near-peer resource for premedical students to learn about the medical profession. To evaluate the pedagogical utility of medical student blogs for introducing core themes in the medical humanities, the authors conducted qualitative analysis of one hundred seventy-six reflective essays by baccalaureate premedical students written in response to medical student-authored narrative blog posts. Using an iterative thematic approach, the authors identified common patterns in the reflective essays, distilled major themes, coded the essays, and conducted narrative analysis through close reading. Qualitative analysis identified three core themes (empathic conflict, bias in healthcare, and the humanity of medicine) and one overarching theme (near-peer affinities). The premedical students’ essays demonstrated significant self-reflection in response to near-peer works, discussed their perceptions of medical professionalism, and expressed concerns about their future progress through the medical education system. The essays consistently attributed the impact of the medical student narratives to the authors’ status as near-peers. The authors conclude that reading and engaging in reflective writing about near-peer blog posts encourages premedical students to develop an understanding of core concepts in the medical humanities and promotes their reflection on the profession of medicine. Thus, incorporating online blogs written by medical trainees as narrative works in medical humanities classrooms is a novel pedagogical method for fostering peer-to-peer learning in academic medicine.en_US
dc.identifier.citationBracken, Rachel Conrad, Major, Ajay, Paul, Aleena, et al.. "Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education." <i>Journal of Medical Humanities,</i> 42, (2021) Springer Nature: 535-569. https://doi.org/10.1007/s10912-021-09693-3.en_US
dc.identifier.digitalBracken2021en_US
dc.identifier.doihttps://doi.org/10.1007/s10912-021-09693-3en_US
dc.identifier.urihttps://hdl.handle.net/1911/111908en_US
dc.language.isoengen_US
dc.publisherSpringer Natureen_US
dc.rightsThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.titleReflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Educationen_US
dc.typeJournal articleen_US
dc.type.dcmiTexten_US
dc.type.publicationpublisher versionen_US
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