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Lessons from medical students' perceptions of learning reflective skills: a multi-institutional study
Pirashanthie Vivekananda-Schmidt1, Michelle Marshall, Patsy Stark
1University of Sheffield, UK. p.vivekananda-schmidt@shef.ac.uk
Medical Teacher
|May 20, 2011
Summary
Medical students understand reflection but find grading unhelpful. Mentorship and practical experiences are key to developing reflective practice skills, improving curriculum engagement.
Area of Science:
- Medical Education
- Reflective Practice
- Undergraduate Training
Background:
- Developing reflective learning is crucial for medical students.
- Existing literature lacks insight into student perceptions and supportive factors for reflective practice.
- Understanding these factors can enhance curriculum development and learner engagement.
Purpose of the Study:
- To explore medical students' perceptions of reflective learning.
- To identify factors supporting the development of reflective practice in undergraduate medical training.
Main Methods:
- Conducted eight focus group interviews with second-year medical students from four UK medical schools.
- Employed thematic analysis to interpret the qualitative data.
Main Results:
- Students grasp the purpose of reflection but perceive a conflict between public and private reflection.
- While process assessment aids skill development, grading reflective writing is seen as unhelpful.
- Faculty mentorship, championing reflective skills, and relevant experiences are vital for development.
Conclusions:
- Findings suggest revisions to improve engagement with reflective learning in undergraduate medical curricula.
- Emphasizing mentorship and practical application over strict grading may enhance reflective skill development.
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