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DULLOO, PUJA, VEDI, NEERAJ, PATEL, MINAL, SINGH, SUMAN. (1403). Empowering Medical Education: Unveiling the Impact of Reflective Writing and Tailored Assessment on Deep Learning. سامانه مدیریت نشریات علمی, 12(3), 163-171. doi: 10.30476/jamp.2024.101594.1938
PUJA DULLOO; NEERAJ VEDI; MINAL PATEL; SUMAN SINGH. "Empowering Medical Education: Unveiling the Impact of Reflective Writing and Tailored Assessment on Deep Learning". سامانه مدیریت نشریات علمی, 12, 3, 1403, 163-171. doi: 10.30476/jamp.2024.101594.1938
DULLOO, PUJA, VEDI, NEERAJ, PATEL, MINAL, SINGH, SUMAN. (1403). 'Empowering Medical Education: Unveiling the Impact of Reflective Writing and Tailored Assessment on Deep Learning', سامانه مدیریت نشریات علمی, 12(3), pp. 163-171. doi: 10.30476/jamp.2024.101594.1938
DULLOO, PUJA, VEDI, NEERAJ, PATEL, MINAL, SINGH, SUMAN. Empowering Medical Education: Unveiling the Impact of Reflective Writing and Tailored Assessment on Deep Learning. سامانه مدیریت نشریات علمی, 1403; 12(3): 163-171. doi: 10.30476/jamp.2024.101594.1938

Empowering Medical Education: Unveiling the Impact of Reflective Writing and Tailored Assessment on Deep Learning

Journal of Advances in Medical Education & Professionalism
دوره 12، شماره 3، مهر 2024، صفحه 163-171    اصل مقاله (557.34 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2024.101594.1938
نویسندگان
PUJA DULLOO* 1؛ NEERAJ VEDI2؛ MINAL PATEL3؛ SUMAN SINGH4
1Department of Physiology, PIMSR, Faculty of Medicine, Parul University, Vadodara, Gujarat, India
2Department of Anatomy, PIMSR, Faculty of Medicine, Parul University, Vadodara, Gujarat, India
3Department of Physiology, PSMC, Bhaikaka University, Karamsad, Gujarat, India
4Department of Microbiology, PSMC, Bhaikaka University, Karamsad, Gujarat, India
چکیده
Introduction: Reflective thinking offers learners insight and encourages deeper understanding by leveraging past experiences. This study explores the impact of reflective writing, a selfassessment
tool, on undergraduate medical students. The focus is on training students using author-specific reflection rubrics based on Moon’s model.
Methods: A mixed-methods study involving 32 volunteered students undertaking an interactive 3-hour session on reflective thinking and writing (RT&W). 19 students submitted reflections, which were self-graded by students and two faculties independently. The perceptions of students were gathered through questionnaires and focus group discussions. The analysis was done using the mean, inter-class correlational coefficient, and thematic analysis.
Results: Inter-rater reliability and inter-class correlation coefficient for reflective writing rubric scores was 63.2%, i.e. below the acceptable threshold. Cronbach’s Alpha for the learner perception questionnaire was 0.90. The outcome of the student’s perception questionnaire recognized the value of reflective writing in terms of professional skills enhancement (4.83±0.39) and improvement after feedback (4.17±0.72). However, satisfaction with overall training was comparatively lower (2.5±0.52). Focus group discussions revealed six themes.
Conclusion: Reflective writing enhances the learning outcomes, deepens understanding, and refines judgment. The author-specific reflection rubric, though reliable, warrants empirical validation with a larger and more diverse participant pool. Undergraduate programs should prioritize mastery of reflection and metacognitive learning approaches to optimize educational outcomes.

تازه های تحقیق
کلیدواژه‌ها
Cognitive reflections؛ Medical education؛ Personality assessments؛ Educational measurement؛ Formative feedback
سایر فایل های مرتبط با مقاله
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