The Relationship between Reflection and Academic Achievement of Medical Students of Isfahan University of Medical Sciences

Document Type : Original Article (s)

Authors

1 Associate Professor, Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran

2 Medical Student, Isfahan University of Medical Sciences, Isfahan, Iran

3 Assistant Professor, Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran

10.48305/jims.v41.i752.1236

Abstract

Background: Reflection is a critical skill for learning from experience that leads to improved insight and performance. The purpose of this study was to investigate the relationship between reflection and academic achievement.
Methods: In the year 2022, a study was conducted on medical students using proportional stratified random sampling from each section. Proportional stratified random sampling was done from each section. The tool used was a reflective questionnaire, the content validity and reliability ratios of the questionnaire were calculated as 0.75 and 0.75, respectively.The data collected was analyzed using statistical, descriptive, and analytical methods such as frequency, mean, standard deviation, Pearson’s correlation, and linear regression.
Findings: 301 questionnaires were collected, of which 54.5% were women and 87.4% were single. The mean and standard deviation of the total GPA of the samples was (16.57 ± 1.31), the course GPA (16.76 ± 1.28) and the total reflection score (64.67 ± 7.32). There was a small significant relationship between the score of the reflection before the action and the grade point average during the internship (P = 0.05, r = 0.19) and the score of the reflection after the action and the grade point average during the internship (P = 0.01, r = 0.25). In the linear regression of grade point average, reflection, and age, the model was significant in the internship, which explains 6% of the variance of the grade point average of the reflection grade (P = 0.04, R Square = 0.06).
Conclusion: The results showed that in the clinical stage, students' reflection had a significant relationship with their academic progress, and it is necessary for educational planners to pay special attention to holding reflection skill development courses in internships.

Highlights

Omid Athar: Google Scholar, PubMed 

Fariba Jokar: Google Scholar, PubMed 

Keywords

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References

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Journal of Isfahan Medical School
Volume 41, Issue 752
4th Week, March
March and April 2024
Pages 1236-1241

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