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Journal of Medical Education

Abstract

Purpose: Reflective writing may be used to enhance core competences training. We assessed the cultivation of medical students' competences by comparing their reflective reports in different medical years. Methods: Since 2009, 5th year (M5) and 7^(th) year (M7) medical students have had to submit a brief case report with a reflection on core competences before finishing their clinical rotations at the Department of Internal Medicine. Students would send their reports to and get feedback from the program directors by e-mail. Core competences reflected in the reports were recorded and analyzed. The two reports (2009M5 to 2011M7, and 2010M5 to 2012M7) of each individual student were compared. Students' opinions about writing the case reports were assessed by questionnaires. Results: The percentages of students with reflections on medical knowledge (MK), patient care (PC), interpersonal and communication skills (IC), professionalism (PF), practice-based learning and improvement (LE), and systems-based practice (SY) were 96.4%, 50.9%, 94.6%, 28.6%, 35.7%, 34.8%, and 97.1%, 76.7%, 97.1%, 74.8%, 72.8%, 76.7% for 2009M5 and 2010M5 students, respectively. The percentages of students with reflections on MK, PC, IC, PF, LE, and SY were 99.1%, 97.3%, 100%, 82.7%, 62.7%, 68.2%, and 100%, 100%, 100%, 96.2%, 96.2%, 96.2% for 2011M7 and 2012M7 students, respectively. From M5 to M7, students were able to significantly reinforce their core competences. Most students appreciated writing the report and getting valuable feedback from their tutors. Conclusions: Case reports focusing on core competence reflection provide valuable information on the cultivation of medical students. The reports also provide referable messages to train faculty and reform teaching programs. We recommend using portfolio case reports with reflection on core competences in medical education.

First Page

1

Last Page

9

DOI

10.6145/jme201411

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