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Med Educ Online. 2008 Nov 24;13:15. doi: 10.3885/meo.2008.Res00279.

The effect of enhanced experiential learning on the personal reflection of undergraduate medical students.

Author information

  • 1Center for Research and Innovation of Medical Education, University of Groningen and University Medical Center, Groningen, The Netherlands.

Abstract

OBJECTIVE:

This study's aim was to test the expectation that enhanced experiential learning is an effective educational method that encourages personal reflection in medical students.

METHODS:

Using a pre post-test follow-up design, the level of the personal reflection ability of an exposure group of first-year medical students participating in a new enhanced experiential learning program was compared to that of a control group of second- and third-year medical students participating in a standard problem-based learning program. Personal reflection was assessed using the Groningen Reflection Ability Scale (GRAS). Students' growth in reflection was analyzed with multilevel analysis.

RESULTS:

After one year, first-year medical students in the exposure group achieved a level of personal reflection comparable to that reached by students of the control group in their third year. This difference in growth of reflection was statistically significant (p<.001), with a small effect size (effect size = 0.18). The reflection growth curve of the control group declined slightly in the third year as a function of study time.

CONCLUSION:

Enhanced experiential learning has a positive effect on the personal reflection ability of undergraduate medical students.

PMID:
20165543
[PubMed]
PMCID:
PMC2779594
Free PMC Article

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