ArticlePloS one2022
Changes in self-reflective thinking level in writing and educational needs of medical students: A longitudinal study.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed, 18 citations in OpenAlex.
- Feedback and guiding questions as tools for reflective writing: a comparative study among undergraduate medical students in India.BMC medical education · 2025Trial
- Not all reflection is equal: Reflective practice, not self-reflection, correlates with Indonesian medical students' professional identity formation.Medical education · 2026Article
- Perceptions from a Single Virtual Near-Peer Mock SBA Examination: A Retrospective Pre-Post Study Among Undergraduate Medical Students.Advances in medical education and practice · 2026Article
- "It turns out I was wrong": a thematic analysis of medical students' reflective writing in an e-learning course on communication skills.BMC medical education · 2025Article
- The Role of the Reflective Thinking Scale for International Students in China Through Factor Analysis.Behavioral sciences (Basel, Switzerland) · 2025Article
- Goal-Oriented and Habit-Oriented Reflective Models to Support Professional Identity Formation and Metacognitive Thinking.Medical science educator · 2023Article
- A systematic scoping review of reflective writing in medical education.BMC medical education · 2023Article
- Taking responsibility.GMS journal for medical education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe purpose of this study was to longitudinally examine the change in understanding of the self-reflection method, reflective thinking, and writing attitude and perception. Moreover, we investigated students' educational needs and methods regarding self-reflection.
methodsThe subjects were 117, who were in the pre-medical course in 2017 and were promoted to the medical course in 2019. Questions concerning students' understanding of self-reflection methods, their attitude and perception of reflective writing, and educational needs and methods regarding self-reflection were self-developed. For students' reflective thinking level in writing, we used the approach developed by Galvez-Martin, Bowman, and Morrison and adapted by Kwon. For dada analysis, χ2 test, t-test, frequency analysis was used.
resultsWe found that students' level of understanding regarding self-reflection methods increases slightly, but not significant (χ2 = 2.238, p>0.05). There was no significant change in the level of reflective thinking in writing (χ2 = 8.003, p>0.05). The students' attitude toward reflective writing decreased in the medical course than in the pre-medical course (t = 3.475, p<0.001). The perception that reflective writing was helpful for individual improvement decreased during the medical course (t = 4.931, p<0.001). The need for self-reflection education increased in the medical course (t = -2.659, p<0.001). They preferred implementation in the first year of the medical course as an instructor-led special lecture.
conclusionSelf-reflective ability is not naturally developed as students' progress through grade levels. Educational intervention is needed to help students understand approaches to self-reflection and its importance in enabling them to develop their abilities as well as to participate actively in reflective writing.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.