ArticleMedEdPublish (2016)2025
Capturing Reflections for Personal and Professional Development in Medical Education: A Mixed Methods Study.
Article in MedEdPublish (2016), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
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Who cites it
1 citing paper in PubMed.
- Capturing Reflections for Personal and Professional Development in Medical Education: A Mixed Methods Study.MedEdPublish (2016) · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: To prepare medical students for their future role in addressing complex health problems, medical education should pay attention to students' Personal and Professional Development (PPD). Meaningful reflection plays an essential role in such education. We aimed to explore how to facilitate PPD-related reflection, collation and periodic retrospection by medical students. Methods: We performed an intervention study with fourth-year medical students at the University Medical Centre Utrecht in 2024. The interventions consisted of workshops and individual assignments addressing PPD with three different formats for reflection (note to self, core value or representative item), collection (online or analogue), and retrospection (compilation, value mapping or self-scoring). These were analyzed using a convergent mixed methods design with data from Likert scales and open questions in a survey, focus groups, and analysis of the submitted reflection materials. Results: Thirty-four students completed the intervention (participation rate 100%), 33 students completed the survey (response rate 97%). The format of making a note to oneself using text/video/audio/image was experienced as the most suitable form of reflection. An online medium was preferred for the collection of reflections, but ease-of-use and an overview display option of the collected materials were deemed crucial requirements. Students experienced the retrospection systems as useful, fun, and actionable and most appreciated the opportunity to trace their personal development. Conclusions: Students found the reflection, collation, and retrospection methods useful and desirable. Most important for the future design of education is the freedom to choose and adapt, as well as a balance in time investment and perceived added value. Further research should focus on development of a suitable online medium and test this in a longitudinal setting to address retrospection suitability.
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Registered trials
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