ABSTRACT
Reflective capacity is a very important tool of assessment for health professionals. Re-flective writing (RW) curriculum, aiming at promoting reflective capacity, is proliferating within American medical education. This paper generalizes the training process of RW capacity, its contents and evaluation tool. It discusses the meaningfulness of RW curriculum in improving doctor-patient relationship and profes-sionalism and developing academic goals. For better practice, the paper makes suggestions that we should reform our traditional medical education, develop interdisciplinary teams of teachers and evaluation tool and incorporate RW curriculum into continuing medical education.
ABSTRACT
Outcome and competency-based undergraduate and graduate medical education is the desired standard embraced by many medical educationists worldwide. Reflective capacity is an integral component of that strategy and reflective writing has shown tremendous potential as a delivery tool. But there are various challenges in the implementation of the initiative. Efficacy as a delivery tool, achievement of pedagogical outcomes, reliability issues, challenges in assessment outcomes/tools, and whether it can be taught and learnt, need to be addressed. Many questions are still not satisfactorily answered, and this review attempts to offer some perspective on the issues.