Reflective writing skills workshop for undergraduate medical students: assessment of effectiveness

Abstract

Reflection writing practices among MBBS students are limited and the challenges with respect to students have not been explored in Indian context. This quasi-experimental study was conducted among MBBS students based on ADDIE Framework through convenience sampling.
Reflective writing skills were evaluated using a pre-validated rubric scale before and after a workshop and a performance review with feedback was given in-person to the students in the subsequent weeks. About 66% of the participants preferred to reflect immediately after the class and 34% of them strongly agreed that mastering the reflective writing skills will develop thought process, critical analysis skills and eventually make them a better physician. About 99% reported that they used the inputs of the workshop and performance review for writing reflection. This study demonstrates the importance of constructive feedback and workshop in the effective reflective writing skills of medical students.