Back to Browse Journals » Advances in Medical Education and Practice » Volume 2

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

Authors Jean Clandinin, Marie Thérèse Cave, Andrew Cave

Published Date December 2010 Volume 2011:2 Pages 1—7

DOI http://dx.doi.org/10.2147/AMEP.S13241

Published 20 December 2010

Jean Clandinin1, Marie Thérèse Cave2, Andrew Cave2
1Center 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, Canada

Abstract: 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' 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 "parallel charts". 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

Download Article [PDF] View Full Text [HTML] 

Creative Commons License This work is published by Dove Medical Press Limited, and licensed under Creative Commons Attribution - Non Commercial (unported, v3.0) License. The full terms of the License are available at http://creativecommons.org/licenses/by-nc/3.0/. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. Permissions beyond the scope of the License are administered by Dove Medical Press Limited. Information on how to request permission may be found at: http://www.dovepress.com/permissions.php

Readers of this article also read:

Reduced adhesion of Staphylococcus aureus to ZnO/PVC nanocomposites

Geilich BM, Webster TJ

International Journal of Nanomedicine 2013, 8:1177-1184

Published Date: 21 March 2013

Inadequate awareness of hepatitis C among nonspecialist physicians in China

Feng B, Zhang J, Wei L

Advances in Medical Education and Practice 2011, 2:209-214

Published Date: 10 October 2011

Comparison of peer-led versus professional-led training in basic life support for medical students

Fujiwara T, Nishimura M, Honda R, Nishiyama T, Nomoto M, Kobayashi N, Ikeda M

Advances in Medical Education and Practice 2011, 2:187-191

Published Date: 26 July 2011

Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG

Advances in Medical Education and Practice 2011, 2:157-172

Published Date: 23 June 2011

Interprofessional Resource Centre: a knowledge translation strategy

Christine Patterson, Julie Vohra, David Price, et al

Advances in Medical Education and Practice 2011, 2:35-41

Published Date: 19 January 2011

A regional model of interprofessional education

Maria Olenick, Edward Foote, Patricia Vanston, et al

Advances in Medical Education and Practice 2011, 2:17-23

Published Date: 10 January 2011