Teaching Reflective Writing Through Learning Communities: An Opportunity to Meet Student Needs and Improve Student-Faculty Relationships

Abstract

At Vanderbilt University School of Medicine (VUSM), medical humanities are taught in a learning-community-based course, covering topics in a discussion format and engaging students in reflective writing. The purpose of reflective writing is to improve student reflective capacity while promoting empathy and wellness. A potential hurdle is the willingness to be forthright in reflections without fear of judgment by mentors. Learning communities may be a venue for addressing these needs. Students reported increased subjective closeness and trust with mentors due to mentors reading reflections, suggesting that learning communities may provide an avenue for handling the competing requirements of reflective writing programs.