Reflective Dialogues: Comparing Team-Based and Individual Reflection Approaches in Fostering Communication Skills in Medical Students.

Mariam Aftab, Shabana Ali, Raheela Yasmin

Abstract read

In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Mariam AftabDental Centre, Mirza Hospital, Punjab. Riphah Academy of Research and Education, Riphah International University, Islamabad, Pakistan.ORCID 0009-0006-9792-9925

Shabana AliAnatomy Department, Faculty of Health and Medical Sciences, Faculty of Riphah Academy of Research and Education, Riphah International University, Islamabad, Pakistan.

Raheela YasminRiphah Academy of Research and Education, Riphah International University, Islamabad, Pakistan.ORCID 0000-0001-9839-6987

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This experimental study examines the efficacy of team-based reflection versus individual reflection in enhancing communication skills among second-year MBBS students. The impact of collaborative learning and reflection on professional development through teamwork was studied. Pre- and post-tests, teaching sessions, and individual and team-based reflective activities were conducted, analysis was done using SPSS 27, and reflections were marked through REFLECT rubric. Communication skills were taught to the whole class which was at the beginner level, followed by a pre-test to select and divide the sample. Both groups showed significant improvement in communication skills after their respective reflections ( Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02405-9.

Indexed as

Improving communication skillsMedical learningReflection techniquesReflective capacityTeam-based reflectionUndergraduate medical teaching

Identifiers

PMID41112891

DOI10.1007/s40670-025-02405-9

PMCPMC12532983

What OpenQuestion holds

Textmetadata

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Registered trials

None linked

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.