Levels of Reflection in Teachers and Family Medicine Residents: A Qualitative Study
Objective: to analyze the levels of reflection according to Mezirow’s model in a group of teachers and residents in the Family Medicine specialty in Mexico. Methods: a qualitative study was conducted using a Word format questionnaire to collect sociodemographic data, and critical incidents related t...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Atención Familiar |
| Idioma: | inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/87954 |
| Acceso en línea: | https://www.revistas.unam.mx/index.php/atencion_familiar/article/view/87954 |
| Access Level: | acceso abierto |
| Palabra clave: | Reflective Practice Critical Incident Medical Education Family Medicine Práctica reflexiva Incidente crítico Educación médica Medicina familiar |
| Sumario: | Objective: to analyze the levels of reflection according to Mezirow’s model in a group of teachers and residents in the Family Medicine specialty in Mexico. Methods: a qualitative study was conducted using a Word format questionnaire to collect sociodemographic data, and critical incidents related to teacher-student communication problems. The participants’ level of reflection was analyzed based on these incidents. Results: the study classified 192 events related to critical incidents, and the participants’ reflection levels were determined. 104 events (81.88%) described by teachers, and 45 events (69.23%) by residents were categorized in the first level of analysis, corresponding to non-reflective. 21 events (16.53%) by teachers, and 18 events (27.69%) by residents were situated in the second level: reflective, while 2 events (1.57%) by teachers, and 2 events (3.07%) by residents were classified as critical reflection. Conclusion: according to Mezirow’s model, the level of reflection in most participants did not lead to changes to favor behavioral modification. These findings suggest the need for additional strategies to promote critical reflection and facilitate attitudinal change in educational contexts. |
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