Maria L. Marquez, Georgetown University, Washington, DC
BACKGROUND: Reflective practice enables learners to develop critical thinking skills. OBJECTIVE: Implement a Reflective Practice Program to determine the impact on professional learning. DESIGN/METHODS: Twenty-four third-year medical students on a pediatric clerkship were randomly assigned to participate in morning report sessions. Twelve students, the intervention group, received a 2 hour participative orientation. The instructor had experience about reflection. The other 12-students group, the control, didn’t receive orientation about reflection, and the instructor didn’t have experience about reflection. RESULTS: The characteristics were similar in both groups, including fund of knowledge about the cases. Four recorded morning report sessions were analyzed. Control set-First Morning Report: had 253 entries of which 32 % were questions, and 68 % were statements. It showed 71.4% data gathering, 28.2% data analysis, 0.4% conclusion drawing level. Control set - Second morning report: had 180 entries of which 28% were questions and 72 % were statements. It showed 70.2% data gathering, 25.5% data analysis, 4.3% conclusion drawing level. Intervention Set--First morning report: had 301 entries of which 41 % were questions and 59 % were statements. Data gathering was 41.5% , data analysis was 39.6%, and conclusion was 18.9%. Intervention set-Second morning report: had 182 entries of which 34 % were questions and 66 % were statements. It showed 37.9% data gathering, 44.4% data analysis and 17.7% conclusion drawing. There was significant difference between the groups in the level of cognitive processing CONCLUSIONS: Reflective Practice curriculum provides a baseline for a deeper thinking.