Abstract
Introduction:Reflection is a fundamental skill in medical education that plays a crucial role in professional development and clinical decision-making. Given the limited evidence in this area, the present study aimed to determine the level of reflection and its related factors among medical students at Hormozgan University of Medical Sciences.
Materials & Methods: This cross-sectional study was conducted during the 2024 academic year on 157 medical students at different stages of training (basic sciences, physiopathology, clerkship, and internship). Data were collected using Kember’s Reflection Questionnaire, consisting of 16 items across four dimensions: habitual action, understanding, reflection, and critical reflection. The total questionnaire score ranged from 16 to 80. Data analysis was performed in SPSS version 26 using the Mann–Whitney, Kruskal–Wallis, and multiple linear regression tests.
Results: The mean total reflection score was 51.10 ± 5.65. The highest mean belonged to the “reflection” dimension and the lowest to “habitual action.” A significant difference was observed between genders (P = 0.0005), with females scoring higher. Reflection also varied significantly across educational stages (P = 0.001), with higher scores in advanced levels, while age showed no significant relationship. Regression analysis revealed that age and educational stage together explained about 10.8% of the variance in total reflection scores.
Conclusion: The reflection level among medical students was moderate and improved with higher educational stages. These findings suggest that reflection is a developable skill, and incorporating reflective activities and structured feedback into medical curricula can help enhance it.
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