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. 2008 Nov 24:13:15.
doi: 10.3885/meo.2008.Res00279.

The effect of enhanced experiential learning on the personal reflection of undergraduate medical students

Leo C Aukes  1 , Jelle Geertsma, Janke Cohen-Schotanus, Rein P Zwierstra, Joris P J Slaets
Affiliations

The effect of enhanced experiential learning on the personal reflection of undergraduate medical students

Leo C Aukes et al. Med Educ Online. .

Abstract

Objective: This study's aim was to test the expectation that enhanced experiential learning is an effective educational method that encourages personal reflection in medical students.

Methods: Using a pre post-test follow-up design, the level of the personal reflection ability of an exposure group of first-year medical students participating in a new enhanced experiential learning program was compared to that of a control group of second- and third-year medical students participating in a standard problem-based learning program. Personal reflection was assessed using the Groningen Reflection Ability Scale (GRAS). Students' growth in reflection was analyzed with multilevel analysis.

Results: After one year, first-year medical students in the exposure group achieved a level of personal reflection comparable to that reached by students of the control group in their third year. This difference in growth of reflection was statistically significant (p<.001), with a small effect size (effect size = 0.18). The reflection growth curve of the control group declined slightly in the third year as a function of study time.

Conclusion: Enhanced experiential learning has a positive effect on the personal reflection ability of undergraduate medical students.

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Figures

Figure 1:
Figure 1:
Measurement moments in study time (months)
None
See this image and copyright information in PMC

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