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Reflection in Rural Family Medicine Education

Author

Listed:
  • Ryuichi Ohta

    (Community Care, Unnan City Hospital, 699-1221 96-1 Iida, Daito-cho, Unnan 699-1221, Japan)

  • Chiaki Sano

    (Department of Community Medicine Management, Faculty of Medicine, Shimane University, 89-1 Enya cho, Izumo 693-8501, Japan)

Abstract

Reflection in medical education is vital for students’ development as professionals. The lack of medical educators in rural family medicine can impinge on the effective reflection of residents’ learning. Hence, based on qualitative research, we proposed a framework regarding reflection in rural family medicine education, indicating when, where, and how reflection is performed and progresses. The contents of reflection include clinical issues regarding knowledge and skills, professionalism in clinical decisions, and work-life balance. The settings of reflection include conference rooms, clinical wards, residents’ desks, and hospital hallways. The timing of educational reflection includes during and after patient examination and discussion with various professionals, before finishing work, and during “doorknob” times (right before going back home). Rural medical teachers need competence as clinicians and medical educators to promote learning in medical residents and sustain rural medical care. Furthermore, medical teachers must communicate and collaborate with medical residents and nurses for educational reflection to take place in rural family medicine education, especially regarding professionalism. In rural family medicine education, reflection can be performed in various clinical situations through collaboration with learners and various medical professionals, aiding the enrichment of residents’ learning and sustainability of rural medical care.

Suggested Citation

  • Ryuichi Ohta & Chiaki Sano, 2022. "Reflection in Rural Family Medicine Education," IJERPH, MDPI, vol. 19(9), pages 1-9, April.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:9:p:5137-:d:800461
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    References listed on IDEAS

    as
    1. Ryuichi Ohta & Satoko Maejma & Chiaki Sano, 2022. "Nurses’ Contributions in Rural Family Medicine Education: A Mixed-Method Approach," IJERPH, MDPI, vol. 19(5), pages 1-13, March.
    2. Yi-Chuan Cheng & Li-Chi Huang & Chi-Hsuan Yang & Hsing-Chi Chang, 2020. "Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-Experimental Study," IJERPH, MDPI, vol. 17(15), pages 1-8, July.
    3. Ryuichi Ohta & Yoshinori Ryu & Chiaki Sano, 2021. "Family Medicine Education at a Rural Hospital in Japan: Impact on Institution and Trainees," IJERPH, MDPI, vol. 18(11), pages 1-14, June.
    4. Nozomi Nishikura & Ryuichi Ohta & Chiaki Sano, 2021. "Effect of Residents-as-Teachers in Rural Community-Based Medical Education on the Learning of Medical Students and Residents: A Thematic Analysis," IJERPH, MDPI, vol. 18(23), pages 1-12, November.
    5. Ryuichi Ohta & Yoshinori Ryu & Chiaki Sano, 2021. "The Contribution of Citizens to Community-Based Medical Education in Japan: A Systematic Review," IJERPH, MDPI, vol. 18(4), pages 1-15, February.
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    Citations

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    Cited by:

    1. Ryuichi Ohta & Chiaki Sano, 2022. "Bedside Teaching in Rural Family Medicine Education in Japan," IJERPH, MDPI, vol. 19(11), pages 1-9, June.
    2. Maria Jose & Amarech Obse & Mark Zuidgeest & Olufunke Alaba, 2023. "Assessing Medical Students’ Preferences for Rural Internships Using a Discrete Choice Experiment: A Case Study of Medical Students in a Public University in the Western Cape," IJERPH, MDPI, vol. 20(20), pages 1-15, October.

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