Trial reportBMC medical education2025
Effect of feedback-integrated reflection, on deep learning of undergraduate medical students in a clinical setting.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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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.
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Who cites it
9 citing papers in PubMed.
- Feedback and guiding questions as tools for reflective writing: a comparative study among undergraduate medical students in India.BMC medical education · 2025Trial
- Knowledge, Attitudes, and Practices of Antibiotic Prescribing Among Arab Dental Students: A Cross-Sectional Study.International dental journal · 2026Article
- Making case-based learning work and why context matters.Medical education · 2026Article
- Peer instruction in large-group undergraduate anaesthesiology teaching: a cross-sectional study of educator and student perspectives.Irish journal of medical science · 2026Article
- Exploring the impact of active learning strategies on learning outcomes and educational experiences in undergraduate nursing education: a qualitative descriptive study.BMC medical education · 2026Article
- Impact of peer assessment on lecture quality and student learning outcomes in undergraduate medical education: a quasi-experimental study.BMC medical education · 2026Article
- Real-World Impact and Educational Effectiveness of an AI-Powered Medical History-Taking System: Retrospective Propensity Score-Matched Cohort Study.JMIR medical education · 2026Article
- Article
- Interactive behavior recognition and feedback optimization strategy for medical teaching based on attention mechanism.Frontiers in medicine · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundReflection fosters self-regulated learning by enabling learners to critically evaluate their performance, identify gaps, and make plans to improve. Feedback, in turn, provides external insights that complement reflection, helping learners recognize their strengths and weaknesses, adjust their learning strategies, and enhance clinical reasoning and decision-making skills. However, reflection alone may not produce the desirable effects unless coupled with feedback. This study aimed to investigate the impact of feedback integrated reflection on meaningful learning and higher order MCQ score among under-grade medical students.
objectiveTo evaluate the impact of feedback-integrated reflection versus reflection alone on higher-order MCQ scores among undergraduate medical students in a gynecology clinical setting.
methodsA randomized controlled trial was conducted with 68 final-year medical students randomly assigned to a study group (feedback-integrated reflection) and a control group (reflection alone). Both groups completed a pre-test, followed by six daily teaching sessions on gynecology topics. Participants engaged in written reflections after each session, and the study group additionally received individualized feedback. Independent sample t-tests were used to compare pre and post-test scores between the groups, while paired t-tests assessed within-group improvements.
resultsPre-test scores were comparable between the study group (11.68 ± 2.60, 38.93%) and the control group (11.29 ± 2.38, 37.15%; P = 0.52). Post-test scores showed a significant improvement in the study group (20.88 ± 2.98, 69.32%) compared to the control group (15.29 ± 2.66, 51.00%; P = 0.0001). The percentage gain in learning was 35.43% for the control group (reflection alone) and 78.77% for the study group (feedback-integrated reflection). The normalized learning gain (NLG) was calculated to compare the effectiveness of the intervention (feedback-integrated reflection) with that of the control (reflection alone). The study group demonstrated a mean normalized learning gain of 69.07%, compared to 29.18% in the control group. The net learning gain, calculated as the difference in normalized learning gains between the study and control groups, was found to be 39.89%.
conclusionThe findings highlight the effectiveness of feedback-integrated reflection versus reflection alone in fostering deeper learning by improving higher-order MCQ scores in a gynecologic setting in the undergraduate medical education.
trial registrationThis trial was registered retrospectively on 27th July 2024. Trial registration no is CTU/07/2024/010/RMU.
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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.