Impact of reflection-based whole-batch discussion on enhancing medical students’ learning proficiency in Malaysia

• Main Authors: Uday Younis, Hussein, Marwan Saad, Abdulrahman Azzubaidi
• Format: Conference or Workshop Item
• Language: English
• Published: 2021
• Subjects: LB2300 Higher Education; R Medicine (General)
• Online Access: http://eprints.unisza.edu.my/4643/1/FH03-FP-21-52046.pdf; http://eprints.unisza.edu.my/4643/
• Institution: Universiti Sultan Zainal Abidin

Different approaches have been endeavored by medical educationists to produce high-standard graduates from medical school, including collaborative group discussions and reflective practice (RP) assignments. The aim of the current study was to evaluate the outcome of teacher-led whole batch discussion following RP tasks (RWD) given to the students. One hundred twenty two medical students who attended the haematology course in University Sultan Zainal Abidin were recruited into this study over a period of 2 academic years. The first batch of students (n=61) were unexposed to the RWD intervention (RWD-unexposed) while the second batch from the following academic year (n=61) were exposed (RWD-exposed) to the intervention. Students adhered to the guidelines given by the instructor pertaining to the reflective practice (RP) prior to the sessions. Exam results from both RWD-exposed and the RWD-unexposed students were compared using student t-test. The mean scores of students' results were significantly higher among RWD-exposed students compared to RWD-unexposed students in their essay questions and objective structured practical exam questions (P<0.01). However, RWD-exposed students scored significantly lower than the RWD-unexposed students group In multiple true and false (MTH) questions. Implementing RWD is a promising teaching strategy in improving academic achievement of medical students especially in answering essay questions.