The reflective writing class blog: using technology to promote reflection and professional development.
BACKGROUND
The hidden (informal) curriculum is blamed for its negative effects on students' humanism and professional development. To combat this, educational initiatives employing mentored reflective practice, faculty role-modeling, and feedback have been advocated.


OBJECTIVE
Promote reflection on professional development using collaborative, web-based technology.


METHODS
Four-week basic medicine clerkship rotation at an academic institution over a one-year period.


METHODS
Students were asked to contribute two reflective postings to a class web log (blog) during their rotation. They were able to read each other's postings and leave feedback in a comment section. An instructor provided feedback on entries, aimed to stimulate further reflection. Students could choose anonymous names if desired.


RESULTS
Ninety-one students wrote 177 posts. One-third of students left feedback comments. The majority of students enjoyed the activity and found the instructor's feedback helpful. Assessment of the posts revealed reflections on experience, heavily concerned with behavior and affect. A minority were not reflective. In some cases, the instructor's feedback stimulated additional reflection. Certain posts provided insight to the hidden curriculum.


CONCLUSIONS
We have discovered that blogs can promote reflection, uncover elements of the hidden curriculum, and provide opportunities to promote professional development.
Chretien
Katherine
K
Washington DC VA Medical Center, Washington, DC 20422, USA. Katherine.Chretien@med.va.gov
Goldman
Ellen
E
Faselis
Charles
C
D002982:Clinical Clerkship / Q000379:methods / Q000639:trends; D002983:Clinical Competence; D003479:Curriculum / Q000639:trends; D004504:Education, Medical, Undergraduate / Q000379:methods / Q000639:trends*; D006801:Humans; D020407:Internet / Q000639:trends*; D012649:Self Concept; D013850:Thinking; D014956:Writing