Introduction of reflective writing as a Learning Tool for community visits under family adoption programme

Abstract

Introduction

Competency based curriculum for medical undergraduate students considers reflective writing as an essential

aspect pertaining to self-directed learning. Reflective writing during community visits helps medical undergraduate

in developing the habit of questioning themselves and subsequently finding solutions pertaining to various

community based health care.

Aim and Objectives

To explore reflective writing skills during family visits by undergraduate medical students and assess reflective

writing skills after sensitization to a reflective writing model

Methods

The cross-sectional study was conducted in the department of Community Medicine among Phase I and II medical

undergraduate students. After completing their family visits, students from both batches were asked to write

reflections using google form based on Gibbs reflective cycle. This was followed by sensitization session for writing

reflections based on various components of Gibbs cycle. Following the session, students repeated the process of

writing down reflections. The level of reflective writing was assessed by using validated rubric based scale for

Application, Depth, Quality and Structure for various components of Gibb’s reflective cycle (Description, Feeling,

Evaluation, Analysis, Conclusion, Action plan). For grading, five point rubric based scale was used. Satisfaction level

for the use of this model for reflective writing by students was determined on Four point Likert scale.

Results

All the mean scores before and after sensitization session were statistically significant within phase I & II students

(p<0.001). Comparative rubric based analysis for phase I and phase II MBBS students for various parameters of

Gibb’s Reflective cycle model (Application, Depth of Reflection, Quality of information, Structure & organization

showed significant differences with scores higher for phase II students as compared to phase I (p<0.001). The

assessment of satisfaction levels for using Gibbs reflective writing model revealed that 54 students (90%) students

were satisfied from phase I MBBS while 81students (93%) were satisfied from phase II.

Conclusion

Gibbs’ Reflective Writing Model was well-received by MBBS students, with high satisfaction levels reported in both

Phase I and Phase II. The findings highlight the importance of reflective practice in medical education and suggest

that structured reflection can be a valuable tool for enhancing learning and professional development.