Structured Reflection with Self-assessment Rubrics: A Study Report on Dental Students Expression, Experience, and Perceptions about Reflective Practice

Abstract

Introduction: The clinical competence is supported by reflective practice by assisting the beginners to analyse their progress and update their capabilities. Aim: To introduce Structured Reflection with Self-assessment Rubrics (SRSR) for dental undergraduates and to determine its effectiveness in enhancing the participant’s clinical competence and students’ perspectives about reflective practice. Materials and Methods: A non-randomised experimental study was carried out consecutively for four academic years. Using purposive homogeneous sampling methods, 247 internship students were included in the study. A structured reflective worksheet was designed by focusing on seven essential domains of dental practice and each participant was asked to reflect on 12 clinical procedures during their internship period. The self-completion survey was conducted using a closeended questionnaire to predict the participants’ experience and a 5-point Likert’s scale feedback questionnaire to analyse their perceptions and attitudes toward reflective practice. Results: Statistical analyses of the survey results revealed that 72% of the total participants accepted that structured reflective practice enhanced their self-directed learning and made them provide high-quality patient care. About, 75% of the participants expressed their interest in adopting the reflective practice in their upcoming learning activities. Interestingly, 57% of the participants stated that they experienced a mismatch between idealism and reality when practising structured reflection in a clinical environment. However, 64% of the present total participants strongly agreed on the importance of reflective practice in clinical training. Conclusion: Based on the study results, authors ensure the effectiveness of structured reflection in enhancing dental student’s clinical competence and their positive attitude towards the reflective practice.

Keywords

• clinical competence
• educational measurement
• feedback