Reflective and narrative writing are important skills in medical education. Narrative writing addresses patients' personal stories and illnesses to validate their experiences and encourage physician self-reflection. Reflective writing involves consciously examining experiences, emotions, and responses to add to one's knowledge and understanding. It allows learning about oneself and developing tools to progress positively. Regular reflection helps continuing learning and professional development. Both narrative and reflective writing are important for deepening student learning, improving doctor-patient relationships, and reducing medical errors.

1. Reflective and Narrative
writing in medical education

2. NARRATIVE WRITING
It aims to address the relational and psychological dimensions that
occur in tandem with physical illness, with an attempt to deal with the
individual stories of patients.
In doing this, narrative medicine aims not only to validate the
experience of the patient, but also to encourage creativity and self-
reflection in the physician. By practicing and using these
competences -- abilities to listen, express and interact with patients
and with themselves
New approaches to the knowledge and the analysis of the doctor–
patient relationship

7. REFLECTIVE WRITING
Reflective practice is not merely looking back to past action or experience
but taking conscious look at emotions, actions, experiences and responses
and using that information to add to his/her existing knowledge base and
reach higher level of understanding.
Reflection is a metacognitive process that occurs before, during and after
situations/experiences with the purpose of developing greater understanding
of both the self and the situation/experiences so that future actions can be
informed by this understanding. lead to new understandings and appreciation

8. AIM
Reflective activity allows to learn about ourselves and equips
with the tools to move forward in a positive way.
By engaging in reflection on a regular basis, helps in
continuing to learn and helps to develop as study or work.
To assist students to internalize their learning in both
cognitive and affective domains and help in deep
understanding
For this reason, it is important to view reflection as a
continual, ongoing process rather than as an
occasional activity.

9. REFLECTIVE WRITING
Reflective writing is Reflective writing is
not
 response to experiences, opinions, events or
new information
 response to thoughts and feelings
A way of exploring learning,critical thinking
and analysis cognitive development
An opportunity to gain self-awareness , critical
thinking, problem-solving, and decision-making;
A way to achieve clarity and better
understanding of learning
A chance to develop writing skills, To explore
gaps in knowledge
A way of making meaning out of what you
study
It integrates theoretical learning & clinical practice
Just conveying information,
instruction or argument
Pure description (though there
may be descriptive elements)
Straightforward decision or
judgement (for example, about
whether something is right or
wrong, good or bad)
Simple problem-solving
A standard university essay

10. REFLECTIVE WRITING
This writing is totally based on Experience with my first Community
Medicine posting from 12th October to 11th November. After passing
first year Exams, I was excited entering into the second year and
especially interested in clinical postings. On the first day of college,
me along with my thirteen other friends were posted in community
medicine. Initially, we are upset by coming to know that we cannot go
for clinical’s. But at that time, I had no idea that my SPM Postings
would be this much interesting as that of clinical’s. At the first class,
H.O.D. Sir, Dr. A. gave introduction about Community Medicine and
he also informed us about the "Communication skill Programme"
planned by the department since 3 months.

11. REFLECTIVE WRITING
At first hearing this, I was wondered! It was totally new to me because
I have never attended programmes like this before. Then, after seeing
the schedule put up on the notice board, I came to know about the
activities planned for students based on Doctor -Patient
communication. On the very next day, we had a lecture on
Communication skill by Professor Dr. S. From that lecture, we got a
clear idea about the basic norms and also the importance of
Communication skill in personal life. After the Lecture, we had a
discussion based on it, in which all faculties made us comfortable in
communicating. Then, we, fourteen of them are divided into three
groups and each group was allotted a task /activity. We are guided
and helped by the faculty’s in-charge.

12. REFLECTIVE WRITING
The first activity was video presentation and explanation by the first group on
21st October guided by Dr. S. From that presentation, we learnt how an effective
Doctor patient communication should be. Immediately after that, we had a good
discussion in which the faculties gave us enough space to express our views.
This gave us a good feel and we are encouraged to do many such activities. The
second activity was Role play on Doctor - Patient communication, held on 24th
October guided by Dr. M and Dr. S. The Act highlighted the Do's and Don’ts in
Doctor - Patient communication. The ideal and non - ideal situations were
clearly portrayed. The team got huge appreciation from the whole department.
Even the students apart from those engaged in the activity was given chance to
play a role during the discussion. This activity was funfilled and really helpful.
The third one was check list preparation. This was guided by Professor Dr. S
Madam. We were given enough time and checklist was re-corrected. After
finalisation, we were taken to RHC, Kelambakkam for observation. We just made
ready of the checklist soon after the observation. On the next day, 27th October,
we had an effective discussion on it. From this, we clearly understood on how
we, the budding doctors, should evolve and communicate well to the patients
during clinical practice. From the Entire posting, we are greatly benefited. Each
and every tasks made us efficient in communication. I am really thankful for the
entire department for their Innovative work and support towards us. Eagerly
looking forward for another wonderful experience like this.

13. GIBBS’ MODEL OF
REFLECTION

15. BORTON MODEL.

17. ILLUSTRATION OF REFLECTION WRITING
WITH EXAMPLE [BORTON MODEL]
What happened?
As a resource person in medical education unit of my institute, I must be
actively involved in the teacher’s training workshops. One of the big
challenges is to keep active involvement of the participants. Instead of
using didactic lecture, one must engage the participants in the active
discussion being all are adult learners. I was assigned topic of One Minute
Preceptor (OMP) which is an innovative teaching learning method. I
prepared a PowerPoint presentation with video demonstration about OMP.
All the participants appreciated the lecture and they were interested as
video was included. I was reading about adult learning principles, I realized
that adults learn best by doing. Suddenly, I was reminded about mistake
made by me during mentioned activity. Instead of doing (Role play), I used
to show (Video). Then, I prepared and demonstrated a role play on OMP
which was very well appreciated and deeply learned by all the participants.

18. ILLUSTRATION OF REFLECTION WRITING
WITH EXAMPLE [BORTON MODEL]
So what? Due to proper use of reflecting and relating it to the present
practice, I could correct my mistake within time and do the justice to the
job given to me.
What next? Henceforth, I am going to include role play in the workshops
for the demonstration of newer teaching and learning methods.

20. SCHON REFLECTIVE MODEL.

22. BENEFICIAL EFFECTS OF
REFLECTION
Effects of reflection on deepening their learning,
Better doctorpatient relationship,
More responsibility, reduced medical errors
Better understanding of educational issues.
The sum of all these, encourage the students to continue this method in other
educational fields during academic course and in future career.
Reflection is very helpful educational strategy and helps the students in
communication and increase their skill and knowledge. It also helps to organize
and integrate students’ learning by guiding them in clinical situations.

23. PROBLEMS IN
REFLECTING
 Unsure of writing style
Uncertain about the requirements of the task
Concerned over use of appropriate language
Feeling uncomfortable expressing thoughts
Not able to think of ideas, events or issues
Not able to accept strengths or weaknesses
Not willing to discuss ideas with others

24. FORMS OF REFLECTIVE
WRITING
They may be structured or
unstructured:
Diary
Log book
Study or work journal
Assignment

27. REFERENCES
Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and
Learning Methods. London: Further Education Unit.
Monash University (2013) Language and Learning Online: What is
reflective Writing? Available at:
http://www.monash.edu.au/lls/llonline/writing/medicine/reflect
ive/1.xml (accessed: 4 June 2013).
Moon, J. (2006) Learning Journals: a Handbook for Reflective
Practice and Professional Development. Oxon: Routledge.
The learning Centre (2010) Reflective writing. Available at:
http://www.lc.unsw.edu.au/onlib/pdf/reflective.pdf (accessed: 4
June 2013).

28. THANK YOU