Evaluation of a compulsory reflective group for medical students

Abstract

INTRODUCTION: The ability to reflect-reflection-taking time to stop, think and evaluate is an important professional skill to develop. AIM: To evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODS: This was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre-and post-reflective group questionnaires with Year 5 and 6 students, questionnaires with general practice academic facilitators, and audiotapes of the reflection group discussions. RESULTS: Students shared emotional experiences that were organised into three themes: (i) witnessing unprofessional behaviour (ii) meeting difficult clinical scenarios for the first time and (iii) the hierarchy of medicine. They reported positive learning experiences relevant to their future practice and valued the opportunity to share their experiences safely. Facilitators thought the groups provided unique educational opportunities that students appreciated. Eighty-two percent of participants would like to repeat the activity during their medical school training. CONCLUSION: Self-reflection is an essential condition for professionalism. Use of reflective groups can help students become ethical and professional doctors.