On writing

This page is where you can find out more about writing, blogging and reflection as part of developing your ideas in ethical clinical practice.

How to blog

This course is being run as it is because we want you to think of ethics not as a set of facts to know, but as a system to guide your thinking in clinical practice; a framework to inform decision making and a tool for thinking about how to solve ethical dilemmas in the clinical context.

To that end, there is a specific format that your writing (i.e. blogging) in the course should take. We want you to use your own experiences in clinical practice to explore the topics in the course; to use concepts you learn about here – online – in your own practice in the clinical context.

The idea is that you read about a certain topic as part of this course and then reflect on your experiences in order to integrate the concepts from the course into your thinking. Your writing would therefore take the following form:

  1. Read about one of the topics that interest you.
  2. Reflect on the topic and try to think of an experience you had on your own clinical rotations that relates to the topic you chose.
  3. Begin a draft blog post where you use concepts from this course to discuss and explain your clinical experience (your writing is Autosaved in WordPress, so you don’t need to worry about saving drafts as you progress).
  4. Conduct your own research into the topic, integrating these new sources of information into your blog post.
  5. Read the blog posts of other students (see this post on Following others in the course).
  6. Finalise your own blog post, making sure to link to the external sources your found, as well as the other students’ who have influenced your thinking on the topic.
  7. Add Tags and Categories to your post to make it easier for others to find your writing.
  8. Publish your post.

Additional reading

Delany, C., & Watkin, D. (2009). A study of critical reflection in health professional education: “learning where others are coming from”. Advances in Health Sciences Education: Theory and Practice, 14(3), 411–29.

Rowe, M. (2012). The use of assisted performance within an online social network to develop reflective reasoning in undergraduate physiotherapy students. Medical Teacher, 34(7), e469–75.