"We're all learning together”: Educator perspectives on medical student reflective practice

Abstract

Abstract Introduction Reflective learning skills are important in the development of medical students. Through reflection, students learn about self and medicine and the integration of theoretical knowledge into real life work. However, reflection requires time, willingness, and skills on the part of the student. This study explored the factors perceived by educators to influence reflective learning amongst medical students undertaking a rural longitudinal integrated clerkship (LIC) in southeast Queensland. Methods: Within the described LIC program, medical students receive teaching and support from both medical and nursing educators. Two qualitative focus groups were conducted with eleven educators from a medical (6 participants) and nursing (5 participants) background. Transcripts were analysed using Braun and Clark’s approach to thematic analysis. Results: Three major themes were identified as contributing to student reflective learning. Fostering a culture of reflection within the organisation was seen as important for supporting and setting expectations for reflection. Undertaking the reflective learning journey together recognised the importance of students and educators learning collaboratively. Finally, looking through “the student lens” allowed educators to recognise the wider contextual factors impacting on student reflection. Recognition of these factors allows educators to tailor reflective teaching to the student. Discussion Reflective learning is a critical skill for medical students and their educators. This study identified that reflection can be supported through the development of a supportive organisational culture, through encouraging educators and students to learn together, and through recognising the student perspective.