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Assessing student reflection in medical practice. The development of an observer-rated instrument: reliability,
A D Boenink1, A K Oderwald, P De Jonge
1Department of Psychiatry, Vrije Universiteit Medical Centre, PO Box 7057, 1007 MB Amsterdam, the Netherlands. ad.boenink@vumc.nl
Medical Education
|March 18, 2004
Summary
This study developed a tool to measure medical students' reflection skills. The results show that while the tool is valid, students generally reflect on only a few perspectives, indicating room for educational improvement.
Area of Science:
- Medical Education
- Professional Development
- Healthcare Ethics
Background:
- Developing instruments to assess medical student reflection is crucial for improving clinical practice.
- Self-reflection is a key competency for lifelong learning and effective patient care in medicine.
Purpose of the Study:
- To develop and validate a novel instrument for measuring medical students' ability to reflect on their performance in medical practice.
- To assess the reliability and validity of a semi-structured questionnaire using case vignettes.
Main Methods:
- A semi-structured questionnaire with reflection-evoking case vignettes was administered to 195 Year 4 medical students.
- Student responses were scored by two independent raters on overall reflection and perspective-taking.
- Statistical analyses included reliability, validity, and group comparison (gender, career preference, work experience).
Main Results:
- Sufficient interrater reliability was achieved.
- A wide range of reflection scores was observed, with a mean score indicating limited perspective-taking and minimal weighing of viewpoints.
- Women, students with prior healthcare work experience, and those preferring general practice scored slightly higher.
Conclusions:
- The developed semi-structured questionnaire effectively measures reflection in medical practice among students.
- The instrument's mean score provides a baseline for evaluating future educational interventions aimed at enhancing reflection.
- Observed group differences support the instrument's validity and its utility for comparative studies.