Skip Navigation
Skip to contents

JEEHP : Journal of Educational Evaluation for Health Professions

OPEN ACCESS
SEARCH
Search

Search

Page Path
HOME > Search
1 "Connor Forbes"
Filter
Filter
Article category
Keywords
Publication year
Authors
Research Article
Reflective writing and its impact on empathy in medical education: systematic review  
Isabel Chen, Connor Forbes
J Educ Eval Health Prof. 2014;11:20.   Published online August 16, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.20
  • 45,496 View
  • 451 Download
  • 79 Web of Science
  • 70 Crossref
AbstractAbstract PDF
Purpose
Medical schools are increasingly aware of the ways in which physician empathy can have a profound impact on patients’ lives and have developed humanities initiatives to address this concern. Reflective writing in particular is more commonly promoted in medical curricula, but there is limited research on the impact of reflective writing on medical student empathy levels. It aims to find the emotional effects of reflective writing interventions on medical and healthcare students by systemic review. Methods: Two investigators independently reviewed educational publications for critical analysis. This review focused systematically on quantitative papers that measure the impact of reflective writing on empathy. Results: Of the 1,032 studies found on Medline and CINAHL, only 8 used quantitative measures pre- and postwritten reflection to measure any impact on empathy outcomes. The outcomes measured included impact of reflective writing exercises on student wellness, aptitude, and/or clinical skills. Of these studies, a significant change in student empathy was observed in 100% of the studies, demonstrating a significant change in outcomes. Conclusion: Although the lack of homogeneity in outcome measurement in the literature limits possible conclusion from this review, the overwhelmingly positive reporting of outcomes suggests that reflective writing should be considered in any medical curriculum.

Citations

Citations to this article as recorded by  
  • Impact of reflective writing skill on emotional quotient
    Swapnali S. Kadam, Shilpa K. Kolhe, Vrushali V. Kulkarni, Poorva A. Sule
    Medical Journal Armed Forces India.2024; 80(2): 205.     CrossRef
  • Can storytelling of women’s lived experience enhance empathy in medical students? A pilot intervention study
    Parimala Kanagasabai, Judy Ormandy, Sara Filoche, Claire Henry, Sarah Te Whaiti, Robin Willink, Tehmina Gladman, Rebecca Grainger
    Medical Teacher.2024; 46(2): 219.     CrossRef
  • A narrative analysis of clerkship reflections: Medical student identity development in a changing world
    Mahino A. Talib, Richard E. Greene, Abigail Ford Winkel
    The Clinical Teacher.2024;[Epub]     CrossRef
  • Communication and empathy of nursing students in patient care through telenursing: A comparative cross-sectional study
    Lorena Gutiérrez-Puertas, Vanesa Gutiérrez-Puertas, Blanca Ortiz-Rodríguez, Gabriel Aguilera-Manrique, Verónica V. Márquez-Hernández
    Nurse Education Today.2024; 133: 106048.     CrossRef
  • Promoting health education through collaborative writing sessions in the Dominican Republic
    Helena J Chapman, Bienvenido A Veras-Estévez
    Health Education Journal.2024; 83(1): 95.     CrossRef
  • Exploring medical students’ perceptions of empathy after cinemeducation based on Vygotsky’s theory
    Mahla Salajegheh, Amir Ali Sohrabpour, Elaheh Mohammadi
    BMC Medical Education.2024;[Epub]     CrossRef
  • Reflective capacity and context of reflections: qualitative study of second-year medical students’ learning diaries related to a general practice course
    Elina Paloniemi, Maria Hagnäs, Ilona Mikkola, Markku Timonen, Ritva Vatjus
    BMC Medical Education.2024;[Epub]     CrossRef
  • Use and effectiveness of the arts for enhancing healthcare students' empathy skills: A mixed methods systematic review
    Tracy Levett-Jones, Elizabeth Brogan, Deborah Debono, Mark Goodhew, Natalie Govind, Jacqui Pich, Jo River, Judith Smith, Suzanne Sheppard-Law, Robyn Cant
    Nurse Education Today.2024; 138: 106185.     CrossRef
  • Empathy and shame through critical phenomenology: The limits and possibilities of affective work and the case of COVID‐19 vaccinations
    Maryam Golafshani
    Journal of Evaluation in Clinical Practice.2023; 29(7): 1143.     CrossRef
  • Mind The Gap: A Philosophical Analysis of Reflection’s Many Benefits
    Sven Peter Charlotte Schaepkens, Thijs Lijster
    Teaching and Learning in Medicine.2023; 35(3): 368.     CrossRef
  • Reflection in the training of general practitioners in clinical practice settings: a scoping review protocol
    Linda Schumann Scheel, Niels Kristian Kjaer, Casey Marnie, Micah D.J. Peters
    JBI Evidence Synthesis.2023; 21(7): 1501.     CrossRef
  • Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial
    Mengxin Xue, Huiping Sun, Jin Xue, Jingxin Zhou, Junchao Qu, Siqi Ji, Yuan Bu, Yongbing Liu
    BMC Medical Education.2023;[Epub]     CrossRef
  • Influence of Emotional Skills on Attitudes towards Communication: Nursing Students vs. Nurses
    María del Carmen Giménez-Espert, Sandra Maldonado, Vicente Prado-Gascó
    International Journal of Environmental Research and Public Health.2023; 20(6): 4798.     CrossRef
  • A penny for your thoughts: promoting compassionate medical practice through reflection
    Kirsty Brownlie
    Reflective Practice.2023; 24(3): 389.     CrossRef
  • Educational opportunities about ethics and professionalism in the clinical environment: surveys of 3rd year medical students to understand and address elements of the hidden curriculum
    Wayne Shelton, Sara Silberstein, Lisa Campo-Engelstein, Henry Pohl, James Desemone, Liva H. Jacoby
    International Journal of Ethics Education.2023; 8(2): 351.     CrossRef
  • Empathy, emotional intelligence and interprofessional skills in healthcare education
    Jonathan P. McNulty, Yurgos Politis
    Journal of Medical Imaging and Radiation Sciences.2023; 54(2): 238.     CrossRef
  • An undergraduate course on pain: Its impact on students' empathy
    Adriana H. van Houwelingen, Ilayda Özaydin, Theo Wubbels
    Currents in Pharmacy Teaching and Learning.2023; 15(6): 559.     CrossRef
  • Activities to promote empathy for patients among pharmacy learners: A scoping review
    Kimberly B. Garza, Adelia Grabowsky, Lindsey E. Moseley, Bradley M. Wright, Brandy R. Davis, Channing R. Ford
    Currents in Pharmacy Teaching and Learning.2023; 15(10): 911.     CrossRef
  • Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes
    Arvind Rajagopalan, Qian Hui Chew, Kang Sim
    Journal of Medical Education and Curricular Development.2023;[Epub]     CrossRef
  • The integrated curriculum and student empathy: a longitudinal multi-cohort analysis
    Christiane R. Herber-Valdez, Julie A. Blow, Tammy T. Salazar, Kathryn V. Horn, Dyanne G. Herrera, Naomi L. Lacy, Lisa Beinhoff, J. Manuel de la Rosa
    Advances in Health Sciences Education.2023;[Epub]     CrossRef
  • Assessment tools for reflection in healthcare learners: A scoping review
    Cassandra Préfontaine, Isabelle Gaboury, Hélène Corriveau, Jacinthe Beauchamp, Chantal Lemire, Marie-Josée April
    Medical Teacher.2022; 44(4): 394.     CrossRef
  • Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research
    Sven P. C. Schaepkens, M. Veen, A. de la Croix
    Advances in Health Sciences Education.2022; 27(2): 537.     CrossRef
  • Impact of social pediatrics rotation on residents’ understanding of social determinants of health
    Kimberly Connors, Marghalara Rashid, Mercedes Chan, Jennifer Walton, Bonnieca Islam
    Medical Education Online.2022;[Epub]     CrossRef
  • Introspective self-narrative modulates the neuronal response during the emphatic process: an event-related potentials (ERPs) study
    Daniela Altavilla, Ines Adornetti, Alessandra Chiera, Valentina Deriu, Alessandro Acciai, Francesco Ferretti
    Experimental Brain Research.2022;[Epub]     CrossRef
  • Supporting resident wellness through reflection on professional identity: A novel curriculum
    Diana Toubassi, Milena Forte, Lindsay Herzog, Michael Roberts, Carly Schenker, Ian Waters, Erin Bearss
    Education in the Health Professions.2022; 5(3): 85.     CrossRef
  • Can doctors be taught virtue?
    Ariel Lefkowitz, Dafna Meitar, Ayelet Kuper
    Journal of Evaluation in Clinical Practice.2021; 27(3): 543.     CrossRef
  • Sustainable Engaged Accountable Learners
    Michael A. Gisondi, Jeremy Branzetti, Laura R. Hopson, Linda Regan, Wendy C. Coates
    AEM Education and Training.2021;[Epub]     CrossRef
  • Reflective Writing on the Cadaveric Dissection Experience: An Effective Tool to Assess the Impact of Dissection on Learning of Anatomy, Humanism, Empathy, Well‐Being, and Professional Identity Formation in Medical Students
    Matthew P. Abrams, Tabitha Eckert, Daniel Topping, Katherine D. Daly
    Anatomical Sciences Education.2021; 14(5): 658.     CrossRef
  • Bringing narratives from physicians, patients and caregivers together: a scoping review of published research
    Tracy Moniz, John Costella, Maryam Golafshani, Chris Watling, Lorelei Lingard
    Medical Humanities.2021; 47(1): 27.     CrossRef
  • Effectiveness of simulation-based interventions at improving empathy among healthcare students: A systematic review and meta-analysis
    Joelle Yan Xin Chua, Emily Ang, Siew Tiang Lydia Lau, Shefaly Shorey
    Nurse Education Today.2021; 104: 105000.     CrossRef
  • Medical Students’ Creation of Original Poetry, Comics, and Masks to Explore Professional Identity Formation
    Johanna Shapiro, Juliet McMullin, Gabriella Miotto, Tan Nguyen, Anju Hurria, Minh Anh Nguyen
    Journal of Medical Humanities.2021; 42(4): 603.     CrossRef
  • Incorporating reflective writing into criminal justice courses
    Amie R. Scheidegger
    Reflective Practice.2020; 21(1): 122.     CrossRef
  • Why Write?
    Laura Weiss Roberts, John Coverdale
    Academic Medicine.2020; 95(2): 169.     CrossRef
  • A Comparison of Guided Video Reflection versus Self-Regulated Learning to Teach Knot Tying to Medical Students: A Pilot Randomized Controlled Trial
    Peter Zhan Tao Wang, Wen Yan Xie, Shiva Nair, Sumit Dave, John Shatzer, Saad Chahine
    Journal of Surgical Education.2020; 77(4): 805.     CrossRef
  • Empathy training in health sciences: A systematic review
    Pilar Bas-Sarmiento, Martina Fernández-Gutiérrez, María Baena-Baños, Alba Correro-Bermejo, Pablo Sergio Soler-Martins, Sonia de la Torre-Moyano
    Nurse Education in Practice.2020; 44: 102739.     CrossRef
  • Reflections of an Integrated Maternal-Child Health Medical Student Assignment
    Christopher J. McCauley, J. Alex Miles, Benjamin W. Frush, Gary L. Beck Dallaghan, Sofia Aliaga, Maria Ferris, Richard Hobbs
    Maternal and Child Health Journal.2020; 24(6): 679.     CrossRef
  • Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019
    Christy DiFrances Remein, Ellen Childs, John Carlo Pasco, Ludovic Trinquart, David B Flynn, Sarah L Wingerter, Robina M Bhasin, Lindsay B Demers, Emelia J Benjamin
    BMJ Open.2020; 10(1): e031568.     CrossRef
  • Interpersonal communication, empathy, and stress perceived by nursing students who use social networks
    Lorena Gutiérrez‐Puertas, Verónica V. Márquez‐Hernández, Vanesa Gutiérrez‐Puertas, Genoveva Granados‐Gámez, Gabriel Aguilera‐Manrique
    Journal of Advanced Nursing.2020; 76(10): 2610.     CrossRef
  • Response to: an exploratory cross-sectional study on the relationship between dispositional mindfulness and empathy in undergraduate medical students
    Sithhipratha Arulrajan, Nazifa Ullah, Pranavan Pavanerathan
    Medical Education Online.2020;[Epub]     CrossRef
  • The Impact of Meeting Patients with Neurological Disorders on Medical Student Empathy
    Catherine Eve Tisdale, Asa C. Black, Sandip Jain, Ervin Lowther, Lee Madeline, Chris Troup, Thomas Nathaniel, L. A. Fowler
    Medical Science Educator.2020; 30(4): 1561.     CrossRef
  • Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres
    Camila Ament Giuliani Franco, Renato Soleiman Franco, Dario Cecilio-Fernandes, Milton Severo, Maria Amélia Ferreira, Marco Antonio de Carvalho-Filho
    BMJ Open.2020; 10(11): e038898.     CrossRef
  • Reflective writing: Implementation and learning perception from students and teachers of French nursing schools
    Tony Timizar-Le Pen, Claire Marchand, Marie Léocadie, Monique Rothan-Tondeur
    Nurse Education in Practice.2020; 49: 102921.     CrossRef
  • Innovative Communication Learning: Combining TED Talks and Reflective Writing for Nursing Students
    Maureen Hillier, Donna Luff, Elaine C. Meyer
    Creative Nursing.2020; 26(3): 182.     CrossRef
  • A Four-Week Reflective Writing Program in the Psychiatry Clerkship: Testing Effects on Reflective Capacity
    Charles A. Whitmore, Joseph Sakai, Susan K. Mikulich-Gilbertson, Robert D. Davies
    Academic Psychiatry.2019; 43(2): 171.     CrossRef
  • Reflective Practices Among Global Health Fellows in the HEAL Initiative: a Qualitative Study
    Zachary G. Jacobs, Robin Tittle, Joseph Scarpelli, Karen Cortez, Samuel D. Aptekar, Sriram Shamasunder
    Journal of General Internal Medicine.2019; 34(4): 521.     CrossRef
  • Empathy assessment in healthcare students is highly heterogeneous: A systematic review and meta-analysis (2012-2016)
    Konstantinos C Fragkos, Ioannis Sotiropoulos, Christos C Frangos
    World Journal of Meta-Analysis.2019; 7(1): 1.     CrossRef
  • Practical Tips for Implementing a Student-Led Reflective Writing Workshop Series
    Andi Shahu, Alyssa R. Thomas, Eli Neustadter, Anna Reisman
    Medical Science Educator.2019; 29(3): 863.     CrossRef
  • Teaching empathy to nursing students: A randomised controlled trial
    Pilar Bas-Sarmiento, Martina Fernández-Gutiérrez, Mercedes Díaz-Rodríguez, Concepción Carnicer-Fuentes, Cristina Castro-Yuste, María José García-Cabanillas, Cristina Gavira-Fernández, María de los Ángeles Martelo-Baro, Olga Paloma-Castro, María del Carmen
    Nurse Education Today.2019; 80: 40.     CrossRef
  • Do Sociology Courses Make More Empathetic Students? A Mixed-Methods Study of Empathy Change in Undergraduates
    Ashley Rockwell, Chris M. Vidmar, Penny Harvey, Leanna Greenwood
    Teaching Sociology.2019; 47(4): 284.     CrossRef
  • How does medical education affect empathy and compassion in medical students? A meta-ethnography: BEME Guide No. 57
    Charmaine Krishnasamy, Sik Yin Ong, May Eng Loo, Jill Thistlethwaite
    Medical Teacher.2019; 41(11): 1220.     CrossRef
  • Developing EFL students’ digital empathy through video production
    Cheryl Wei-yu Chen
    System.2018; 77: 50.     CrossRef
  • Use of mixed-methods approach to assess the impact of a pre-professional health humanities honors course on developing interpersonal skills
    Haley N. Ilcewicz, Therese I. Poirier, Junvie Pailden
    Currents in Pharmacy Teaching and Learning.2018; 10(11): 1456.     CrossRef
  • Narrative Praxis: Erzählungen als Vermittler zwischen Erfahrungswelten im Gesundheitswesen
    Vera Kalitzkus
    Leidfaden.2018; 7(4): 37.     CrossRef
  • Narrative medicine educational project to improve the care of patients with chronic obstructive pulmonary disease
    Antonietta Cappuccio, Alessandro Sanduzzi Zamparelli, Massimo Verga, Stefano Nardini, Alessandro Policreti, Pasquale Alberto Porpiglia, Silvia Napolitano, Maria Giulia Marini
    ERJ Open Research.2018; 4(2): 00155-2017.     CrossRef
  • Goals of care conversation teaching in residency – a cross-sectional survey of postgraduate program directors
    Amanda Roze des Ordons, Aliya Kassam, Jessica Simon
    BMC Medical Education.2017;[Epub]     CrossRef
  • What Do Pediatric Residents Gain From an Experience in Juvenile Justice? A Qualitative Analysis of Community-Based Learning
    Elizabeth R. Hanson, Erin P. Finley, Jean A. Petershack
    Academic Pediatrics.2017; 17(3): 296.     CrossRef
  • Exploring the Facets of Empathy and Pain in Clinical Practice: A Review
    Jenny Roche, Dominic Harmon
    Pain Practice.2017; 17(8): 1089.     CrossRef
  • Student perceptions of the impact and value of incorporation of reflective writing across a pharmacy curriculum
    Amber E. King, Andrea S. Joseph, Elena M. Umland
    Currents in Pharmacy Teaching and Learning.2017; 9(5): 770.     CrossRef
  • Efficacy of empathy training in nursing students: A quasi-experimental study
    Pilar Bas-Sarmiento, Martina Fernández-Gutiérrez, María Baena-Baños, Jose Manuel Romero-Sánchez
    Nurse Education Today.2017; 59: 59.     CrossRef
  • Medical Students’ Empathy for Vulnerable Groups: Results From a Survey and Reflective Writing Assignment
    Caroline Wellbery, Pamela A. Saunders, Sarah Kureshi, Adam Visconti
    Academic Medicine.2017; 92(12): 1709.     CrossRef
  • Meeting the Challenge of a More Person-Centered Future for us Healthcare
    Bonnie R. Sakallaris, William L. Miller, Robert Saper, Mary Jo Kreitzer, Wayne Jonas
    Global Advances in Health and Medicine.2016; 5(1): 51.     CrossRef
  • Medical students’ creative projects on a third year pediatrics clerkship: a qualitative analysis of patient-centeredness and emotional connection
    Johanna Shapiro, Diane Ortiz, You Ye Ree, Minha Sarwar
    BMC Medical Education.2016;[Epub]     CrossRef
  • The Emerging Issue of Digital Empathy
    Christopher Terry, Jeff Cain
    American Journal of Pharmaceutical Education.2016; 80(4): 58.     CrossRef
  • Reflective Practice in Healthcare Education: An Umbrella Review
    Konstantinos Fragkos
    Education Sciences.2016; 6(4): 27.     CrossRef
  • La formazione alle soft skills nel Corso di laurea in Medicina: uno studio qualitativo sulle scritture riflessive di un campione di studenti
    Lucia Zannini, Maria Benedetta Gambacorti-Passerini, Pier Maria Battezzati
    EDUCATIONAL REFLECTIVE PRACTICES.2016; (2): 9.     CrossRef
  • Reflective Writing
    David M. Naeger, Ethan W. Hua, Bren Ahearn, Emily M. Webb
    Academic Radiology.2015; 22(10): 1221.     CrossRef
  • Considerations in the use of reflective writing for student assessment: issues of reliability and validity
    Tracy Moniz, Shannon Arntfield, Kristina Miller, Lorelei Lingard, Chris Watling, Glenn Regehr
    Medical Education.2015; 49(9): 901.     CrossRef
  • Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians
    Hedy S. Wald, David Anthony, Tom A. Hutchinson, Stephen Liben, Mark Smilovitch, Anthony A. Donato
    Academic Medicine.2015; 90(6): 753.     CrossRef
  • Learning from Primary Health Care Centers in Nepal: reflective writings on experiential learning of third year Nepalese medical students
    Rolina Dhital, Madhusudan Subedi, Neeti Prasai, Karun Shrestha, Milan Malla, Shambhu Upadhyay
    BMC Research Notes.2015;[Epub]     CrossRef
  • One-Year Progress in Ophthalmic Education
    Eduardo Mayorga, Karl Golnik, Gabriela Palis
    Asia-Pacific Journal of Ophthalmology.2015; 4(6): 388.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions