Reflective Capacity of CBME Batch Undergraduate Medical Students in Comparison to Non CBME Batch Students Pursuing Internship in a Medical College of Central India: A Mixed-method Cross-sectional Study

Abstract

Introduction: Reflection facilitates the enhancement of critical thinking and profound learning through obtaining a greater understanding of oneself and the circumstances at hand. There is a limited amount of published literature evaluating the reflective abilities of medical students in India. Aim: To evaluate and compare the reflective abilities of Competency-based Medical Education (CBME) batch MBBS students in Phase III, part 2, with non CBME batch MBBS students currently undertaking their internship by administering the Reflective Practice Questionnaire (RPQ) and via Focus Group Discussions (FGD). Materials and Methods: The present mixed-method cross-sectional study was conducted from January to August 2023 among 171 CBME batch and 129 non CBME batch MBBS students studying at Pt. JNM Medical College, Chhattisgarh, India. The RPQ consists of 40 items designed to evaluate not just the reflective abilities of a study group but also to gauge various other related psychological attributes. The mean values of each subscale were estimated and compared between the CBME and non CBME batches and analysed using the non parametric Mann-Whitney U test, with a p-value <0.05 considered significant. FGDs were also conducted for confirmatory and exploratory purposes. Also, feedback regarding the implementation of training on reflection and future course correction was taken from the study participants in FGD. Results: The mean age of students in the CBME batch and non CBME batch was 22.5±0.95 years and 24.1±0.36 years, respectively. The mean values of the confidence communication subscale of RPQ in the CBME and non CBME batches were 3.78±0.728 and 4.04±0.749 respectively, with a p-value of 0.002. The mean values of the Job Satisfaction (JS) subscale in CBME and non CBME batches were 3.86±0.728 and 3.90±0.789, respectively, with a p-value of 0.003. Conclusion: There was no significant difference between the two groups, except for the two aforementioned subscales, in which mean values in the non CBME batch were significantly higher. FGD, apart from confirming the above findings, also suggested the introduction of an e-logbook and effective assessment through it.

Keywords

• metacognition
• reflection
• reflective practice questionnaire