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Medical students' perspectives of reflection for their professional development
Sara Heydari1, Amin Beigzadeh2
1Department of Medical Education, Medical Education and Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
BMC Medical Education
|November 29, 2024
Summary
Medical students view reflection as crucial for professional growth, enhancing self-awareness and competence. However, a negative learning environment and educational structure can hinder this development.
Area of Science:
- Medical Education
- Professional Development
- Metacognition
Background:
- Reflection is a key metacognitive process for enhancing learning and understanding.
- It plays a significant role in improving medical students' knowledge and skills.
- This study explores medical students' views on reflection's role in their professional development.
Purpose of the Study:
- To investigate medical students' perspectives on the importance of reflection.
- To understand how reflection contributes to professional development in medical education.
- To identify factors influencing the effectiveness of reflection in medical training.
Main Methods:
- Qualitative content analysis of 20 medical students across different year levels.
- Data collected via individual semi-structured interviews.
- Analysis employed Graneheim and Lundman's steps using MAXQDA-10 software.
Main Results:
- Three main themes emerged: self-awareness, professional competence, and reflection culture.
- Key aspects include self-acceptance, metacognitive self-exploration, and semantic perception.
- Professional competence was linked to self-directed learning and commitment, while reflection culture highlighted organizational and educational influences.
Conclusions:
- Reflection is vital for recognizing identity, metacognitive awareness, and understanding professional behaviors.
- It significantly impacts self-directed learning and professional commitment.
- A negative organizational climate, poor educational structure, and lack of trust impede professional development, suggesting a need for faculty development and mentorship.
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