Abstract
Background:
Reflection is crucial for deep learning and self-regulation. However, reflection alone may not produce the desirable effects unless coupled with feedback. This study aims to investigate the impact of ‘feedback on reflection’, on deep learning and concept building among undergraduate medical students.
Objective:
To determine the effect of feedback on reflection in deep learning of undergraduate medical students in clinical setting of gynaecology.
Method:
This was an experimental study, conducted from February 2023 to July 2023, following approval from the Ethics Review Committee. The study sample were 68 final year MBBS students divided into study and control group through simple randomization. A pre-test was done to establish baseline measurements.
Both groups then received similar teaching sessions on obstetrics and gynecology topics over a period of 6 days. Written reflections based on Gibbs reflective cycle were collected from all participants, and the study group additionally received verbal feedback. A post-test concluded the study. Both the pre and post-tests comprised 30 multiple-choice questions at a higher cognitive level. Data evaluation was done through SPSS 26. Descriptive statistics and t- test was used to compare the means of both groups. P–value of < 0.05 was considered significant.
Results:
No significant difference in gender distribution was found between the two groups. Baseline pre-test scores showed no significant difference between control group (37%) and study group (39%). Both groups demonstrated significant improvement from pre-test to post-test (p < 0.0001). However, post-test results showed a significant increase in the scores of study group (69%) compared to the control group (51%) (p < 0.0001). Net gain of learning after addition of feedback along with reflection in intervention group was 18.6%. Student feedback supported the effectiveness of the teaching method in facilitating learning and exam preparation.
Conclusion: Incorporating feedback along with reflection enhances conceptual learning among undergraduate medical students, resulting in significantly improved test scores compared to reflection alone.