Abstract

Reflection, an approach to learn from personal experience, inculcates the habit of taking responsibility for one’s actions and decisions. In medical education, reflection is evolving as an essential component to cultivate the habit of self-regulated and lifelong learning. Different modalities can be adapted for reflection; however, discussing experiences and the reflective thoughts that accompany them is the key to bring an internal process and external information together. Reflective activity usually occurs after an action; hence, the strategy adopted should specifically focus on the reflection-on-action. It is equally important for the teacher to model reflection and to decipher what are the goals of the reflective activity. Feedback about reflection is essential to promote learning. It is important not just to provide feedback on the content of the reflection but also on the student’s reflective skill. A well-thought incorporation of simple reflective techniques should be considered in all phases of medical curriculum, and the learner should be in position to appreciate its benefits so that it becomes a voluntary effort in all the phases of professional development.

Key words: Medical Education; Reflection; Feedback