My learning journey: Exploring reflections of medical students during the pre-clinical phase of the doctor of medicine course

Prabha Wijesinghe

Research output: ThesisMaster's Thesis

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Abstract

This qualitative study analysed the written reflections of medical students in the pre-clinical phase. Two hundred and seven reflections submitted by fifty students in their portfolio were analysed. A six level structured framework was used to determine the level of reflection with 57% of reflections attaining a level 5 or 6. Thematic analysis identified four themes: awareness of self, readiness for practice, interacting with patients and encountering the health system. These describe the complexities of professional identity formation and have resulted in a new model of professional identity formation that links self-awareness with practice experiences. Implications for educators are discussed. Declaration We, the undersigned, agree and certify that the wording of the above thesis abstract is approved and final: Student: Signature: QLn Date: 23 July 2018 1-- Coordinating Supervisor: Signature: Date: 23 Jult 2018 Graduate Research Coordinator: Signature: /5 Date: 23 July 2018 Coordinating Supervisor
Original languageEnglish
QualificationMasters
Awarding Institution
  • The University of Western Australia
Award date27 Jul 2018
DOIs
Publication statusUnpublished - 2018

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identity formation
medical student
medicine
self awareness
learning
student
graduate
educator
health
experience

Cite this

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school = "The University of Western Australia",

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AB - This qualitative study analysed the written reflections of medical students in the pre-clinical phase. Two hundred and seven reflections submitted by fifty students in their portfolio were analysed. A six level structured framework was used to determine the level of reflection with 57% of reflections attaining a level 5 or 6. Thematic analysis identified four themes: awareness of self, readiness for practice, interacting with patients and encountering the health system. These describe the complexities of professional identity formation and have resulted in a new model of professional identity formation that links self-awareness with practice experiences. Implications for educators are discussed. Declaration We, the undersigned, agree and certify that the wording of the above thesis abstract is approved and final: Student: Signature: QLn Date: 23 July 2018 1-- Coordinating Supervisor: Signature: Date: 23 Jult 2018 Graduate Research Coordinator: Signature: /5 Date: 23 July 2018 Coordinating Supervisor

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