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. 2023 Sep 8;14(4):105-111.
doi: 10.36834/cmej.74265. eCollection 2023 Sep.

Assessing commitment to reflection: perceptions of medical students

Joanie Poirier  1 , Kathleen Ouellet  2 , Valérie Désilets  3 , Ann Graillon  3 , Marianne Xhignesse  4 , Christina St-Onge  5   6
Affiliations

Assessing commitment to reflection: perceptions of medical students

Joanie Poirier et al. Can Med Educ J. .

Abstract
in English, French

Background: While developing reflection skills is considered important by educators, the assessment of these skills is often associated with unintended negative consequences. In the context of a mandatory longitudinal course that aims to promote the development of reflection on professional identity, we assessed students' commitment to reflection. This study explores students' perception of this assessment by their mentor.

Methods: We conducted a qualitative descriptive study using semi-structured interviews with twenty-one 1st and six 2nd year medical students. Thematic analysis was informed by Braun and Clarke's six-step approach.

Results: We identified four main themes: 1- assessment as a motivator, 2- consequences on authenticity, 3- perception of inherent subjectivity, and 4 - relationship with the mentor.

Conclusions: In the context of assessing reflection skills in future physicians, we observed that students -when assessed on the process of reflection- experienced high motivation but were ambivalent on the question of authenticity. The subjectivity of the assessment as well as the relationship with their mentor also raises questions. Nevertheless, this assessment approach for reflective skills appears to be promising in terms of limiting the negative consequences of assessment.

Contexte: Malgré l’importance que les éducateurs attribuent à l’acquisition de compétences de réflexion, l’évaluation de ces compétences entraîne souvent des conséquences négatives involontaires. Dans le cadre d’un cours longitudinal obligatoire visant à promouvoir le développement de la réflexion sur l’identité professionnelle, nous avons évalué l’engagement des étudiants à cultiver leurs compétences de réflexion. Cette étude explore leur perception de cette évaluation menée par leur mentor.

Méthodes: Nous avons réalisé une étude qualitative descriptive à l’aide d’entretiens semi-structurés avec vingt-et-un étudiants en médecine de première année et six étudiants en médecine de deuxième année. Notre analyse thématique repose sur l’approche en six étapes de Braun et Clarke.

Résultats: Nous avons identifié quatre thèmes principaux : 1 – l’évaluation comme facteur de motivation, 2 – les conséquences sur l’authenticité, 3 – la perception de la subjectivité inhérente, et 4 – la relation avec le mentor.

Conclusions: Dans le contexte de l’évaluation des compétences de réflexion des futurs médecins, focalisée plus particulièrement sur le processus de réflexion, les étudiants se sont montrés très motivés, mais incertains quant à son authenticité. La subjectivité de l’évaluation et la relation avec leur mentor soulèvent également des interrogations. Néanmoins, cette approche d’évaluation des compétences réflexives semble prometteuse dans la mesure où elle permet de limiter les conséquences négatives de l’évaluation.

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Conflict of interest statement

None

Figures

Figure 1
Figure 1
Structure of a 4-year course that aims to promote the development of reflection and professional identify in an Undergraduate Medical Education program
See this image and copyright information in PMC

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