This article proposes the use of written narrative reflection to capture and measure the general competencies of systems-based practice, practice-based learning, communication skills and professionalism. As part of a pilot study, third-year surgical trainee students created detailed narrative descriptions of a patient they had the opportunity to 'get to know'. The narratives will be analysed for content and recurring themes that capture the resident's communication skills, professionalism, as well as self-criticism (practice-based learning) and the value placed on healthcare teams (systems-based practice). Feedback from the pilot survey of medical students was positive. When asked in a follow-up questionnaire, the majority of students said the experience was valuable and recommended the use of narrative reflection in medical education. This initial experience suggests that the acquisition of resident-authored narrative reflection is possible during a surgical residency. The use of this narrative-based approach in surgical resident education can capture and measure the general competencies of systemic practice, practice-based learning, communication skills and professionalism.
Narrative Medicine in Surgical Education
19 December 2022