Johanna Shapiro; Lloyd Rucker; John Boker; Desiree Lie
Although interest exists among medical educators in using writing that reflects on clinical experience to enhance medical students’ communication skills, empathy, and overall professionalism, little empirical research documents the value of this approach. This study explored whether students trained in one type of writing would first demonstrate increased awareness of emotional aspects of a clinical encounter in their writing; and second, be evaluated more positively in an OSCE situation by standardized patients.