Medical students’ experiences of guided reflection on early clinical exposure: A qualitative study

Abstract

Abstract Introduction: Early clinical exposure in medical curricula can help students understand the social context of medicine and facilitate their transition to the clinical environment. To investigate the experiences of medical students in this regard, a study was designed and implemented with a focus on guided reflection. Methods: In this qualitative study, 2nd-semester medical students underwent guided reflection and were asked to respond to open-ended questions in written form after their initial clinical exposure in teaching hospitals. The written answers provided by the students were analyzed using open coding to extract semantic units, subcategories, categories, and themes. Findings: The responses of 52 participating students were coded, resulting in the extraction and formation of 279 semantic units, 22 codes, nine subcategories, five categories, and two themes. Conclusion: Guided reflection through early clinical exposure lays the foundation for developing core competencies, including communication skills, problem-solving and clinical reasoning abilities, personal development, and the cultivation of professional identity and professionalism among medical students.