Thu, Jul 16, 2026
[Archive]
1- Department of Community Medicine, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran
2- Student Research Committee, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran
3- Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, Iran ,afsanehkarimi2014@gmail.com
2- Student Research Committee, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran
3- Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, Iran ,
Abstract: (10 Views)
Background & Objective: Reflection is a key educational concept that helps students analyze their experiences and understand their own learning processes. This study assessed the level and components of reflective capacity and examined their associations with selected demographic variables among medical interns.
Materials & Methods: This cross-sectional study included 150 general medical students in their internship phase who had completed at least one clinical rotation. Participants were selected through simple random sampling from eligible interns during the 2023–2024 academic year. Data were collected using the Kember Reflection Questionnaire, which measures four components of reflection: habitual action, understanding, reflection, and critical reflection. Scores range from 16 to 80, with higher scores indicating greater reflective capacity. Data analysis was performed using SPSS version 25, applying non-parametric statistical tests including the Mann–Whitney U and Kruskal–Wallis tests. Sample size was determined based on feasibility and consistency with previously published studies using comparable designs and the same instrument.
Results: The mean total reflection score was 49.93 ± 9.02, falling within the mid-range of the possible scale. Among the reflective components, critical reflection showed the highest mean score, whereas understanding demonstrated the lowest. A statistically significant gender difference was observed only in the reflection subscale, with female students scoring higher than male students (p = 0.049). No statistically significant differences were observed across other reflective components or in relation to internship duration.
Conclusion:
This study provides a descriptive profile of reflective capacity among medical interns. The findings indicate variation across reflective components and show that demographic associations were limited to specific dimensions rather than reflective capacity overall. Further longitudinal or interventional studies are needed to clarify the educational significance of these observations.
Materials & Methods: This cross-sectional study included 150 general medical students in their internship phase who had completed at least one clinical rotation. Participants were selected through simple random sampling from eligible interns during the 2023–2024 academic year. Data were collected using the Kember Reflection Questionnaire, which measures four components of reflection: habitual action, understanding, reflection, and critical reflection. Scores range from 16 to 80, with higher scores indicating greater reflective capacity. Data analysis was performed using SPSS version 25, applying non-parametric statistical tests including the Mann–Whitney U and Kruskal–Wallis tests. Sample size was determined based on feasibility and consistency with previously published studies using comparable designs and the same instrument.
Results: The mean total reflection score was 49.93 ± 9.02, falling within the mid-range of the possible scale. Among the reflective components, critical reflection showed the highest mean score, whereas understanding demonstrated the lowest. A statistically significant gender difference was observed only in the reflection subscale, with female students scoring higher than male students (p = 0.049). No statistically significant differences were observed across other reflective components or in relation to internship duration.
Conclusion:
This study provides a descriptive profile of reflective capacity among medical interns. The findings indicate variation across reflective components and show that demographic associations were limited to specific dimensions rather than reflective capacity overall. Further longitudinal or interventional studies are needed to clarify the educational significance of these observations.
Keywords: reflective practice, cognition, education, medical, internship and residency, surveys and questionnaires
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
