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Assessing commitment to reflection: perceptions of medical students.

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Assessing medical students' reflection on professional identity boosted motivation but raised concerns about authenticity and subjectivity. Mentorship relationships influenced perceptions, suggesting a promising yet nuanced approach to evaluating reflective skills.

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Area of Science:

  • Medical Education
  • Professional Identity Development
  • Reflective Practice Assessment

Background:

  • Developing reflection skills is crucial for medical professionals.
  • Assessing these skills can lead to unintended negative consequences.
  • This study examines student perceptions of reflection assessment in a longitudinal course.

Purpose of the Study:

  • To explore medical students' perceptions of assessment focused on reflection and professional identity.
  • To understand the impact of assessment on students' commitment to reflection.
  • To evaluate the student-mentor relationship in the context of reflection assessment.

Main Methods:

  • Qualitative descriptive study design.
  • Semi-structured interviews conducted with 27 medical students (21 first-year, 6 second-year).
  • Thematic analysis employed, guided by Braun and Clarke's six-step approach.

Main Results:

  • Four key themes emerged: assessment as a motivator, impact on authenticity, perceived subjectivity, and the mentor relationship.
  • Students reported high motivation when assessed on the reflection process.
  • Ambivalence regarding authenticity and concerns about assessment subjectivity were noted.

Conclusions:

  • Assessing the process of reflection in medical students yields high motivation but mixed feelings on authenticity.
  • The subjectivity of assessment and the student-mentor relationship are significant factors.
  • This assessment method shows promise for evaluating reflective skills while mitigating negative consequences.