Teaching and Assessing Reflecting Skills among Undergraduate Medical Students Experiencing Research
Vasudha Devi1, Reem Rachel Abraham2, Ullas Kamath3
1Professor and Head, Department of Pharmacology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka, India .
Journal of Clinical and Diagnostic Research : JCDR
|March 10, 2017
Summary
Medical students demonstrated improved reflection skills after a training module integrated into their research projects. This teaching method is feasible and enhances learning.
Area of Science:
- Medical Education
- Lifelong Learning
- Reflective Practice
Background:
- Reflection is crucial for lifelong learning in medical professionals.
- Curricula often lack structured opportunities for developing student reflection skills.
- Integrating reflection training early in medical education is needed.
Purpose of the Study:
- To assess the feasibility of a reflection-focused teaching-learning activity for early undergraduate medical students.
- To evaluate the impact of this training on students' reflective skills using research experience as a context.
- To determine if reflective skills improve after targeted training.
Main Methods:
- An experimental study with test (received training) and control (no training) groups of second-year medical students.
- Students completed reflective summaries on their research experience.
- Summaries were graded using a novel rubric; feasibility and perceptions were assessed; statistical analysis (t-test, Kappa) was performed.
Main Results:
- The teaching-learning activity was feasible, lasting two hours with efficient assessment (5 minutes per summary).
- A statistically significant difference in scores was observed, with the trained group (51.66±6.56) scoring higher than the control group (26.45±9.43) (p<0.001).
- The developed rubric showed substantial inter-rater reliability (Kappa=0.784), and the training module was well-accepted (median score 4/5).
Conclusions:
- Teaching and assessing reflection skills using research experience as a context is feasible in undergraduate medical education.
- Students who received specific training demonstrated significantly improved reflective skills.
- This approach effectively enhances the development of critical reflective practice in future physicians.
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