Writing therapeutic letters promotes reflection and relational competence only when approached as a developing activity¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Writing therapeutic letters promotes student reflection and relational competence when approached as a developing activity, but not when approached as an instrumental activity. → Beyene Lise Saestad 2025

Evidence¶

Beyene Lise Saestad 2025¶

Beyene Lise Saestad, Vikman Miriam Dubland, Fugleberg Bruaset Geir Tarje, Hem Marit Helene, Andersen Elisabeth, Hammervold Unn Elisabeth. (2025). What is known about the development of relational competence in the mental health education of healthcare professionals – a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-025-08353-7

q2 · i? · review · r2

The review reports, citing SmithBattle et al., that therapeutic letters support receivers and build trust, but that when treated as "an instrumental activity" students offered little reflection "and relational competence was not cultivated".

"However, if students approached writing therapeutic letters as an instrumental activity, they offered little reflection on the process without engaging with the patient, and relational competence was not cultivated [62]."

Discussion¶

Related Claims¶

• Individual active participation in learning interventions promotes the development of relational competence in mental health education of healthcare professionals — related
• The evidence supporting curricular interventions to promote reflection in health professional education remains largely theoretical — related
• Reflective capacity is regarded by many as an essential characteristic of professional competence in the health professions — related
• Students perceived non-traditional letter writing as helpful for learning, enjoyable, and superior to traditional writing — related