Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

Abstract Background Reflective writing provides an opportunity for health professionals and students to learn from their mistakes, successes, anxieties, worries that otherwise would remain disjointed worthless. This systematic review addresses the following question: “What are experiences of in applying reflective during education training?” Methods We performed a meta-synthesis qualitative studies. Our search comprised six electronic databases: MedLine, Embase, Cinahl, PsycINFO, Eric, Scopus. initial produced 1237 titles, excluding duplicates we removed. After title abstract screening, 17 articles met inclusion criteria. identified descriptive themes conceptual elements explaining professionals’ students’ experience using academic in-service training by performing meta-synthesis. Results four main categories (and related sub-categories) through meta-synthesis: reflection reflexivity, accomplishing learning potential, building philosophical empathic approach, identifying feasibility. placed into interpretative model which explains users’ training. triggered reflexivity allows, on one hand, skills development, professional growth, ability act change; other acquisition attitudes sensitivity towards one’s own others’ emotions. Perceived barriers impeding factors facilitating ones, like timing strategies writing, were also identified. Conclusions The use this methodology is crucial today because recognition increasing complexity healthcare contexts requiring advanced beyond clinical ones. Implementing writing-based courses university curricula can benefit human development.