Centre for Educational Development, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium.
BMC Med Educ. 2012 Aug 13;12:75. doi: 10.1186/1472-6920-12-75.
Reflection on professional experience is increasingly accepted as a critical attribute for health care practice; however, evidence that it has a positive impact on performance remains scarce. This study investigated whether, after allowing for the effects of knowledge and consultation skills, reflection had an independent effect on students' ability to solve problem cases.
Data was collected from 362 undergraduate medical students at Ghent University solving video cases and reflected on the experience of doing so. For knowledge and consultation skills results on a progress test and a course teaching consultation skills were used respectively. Stepwise multiple linear regression analysis was used to test the relationship between the quality of case-solving (dependent variable) and reflection skills, knowledge, and consultation skills (dependent variables).
Only students with data on all variables available (n = 270) were included for analysis. The model was significant (Anova F(3,269) = 11.00, p < 0.001, adjusted R square 0.10) with all variables significantly contributing.
Medical students' reflection had a small but significant effect on case-solving, which supports reflection as an attribute for performance. These findings suggest that it would be worthwhile testing the effect of reflection skills training on clinical competence.
反思专业经验越来越被认为是医疗实践的关键属性；然而，仍然缺乏证据表明它对绩效有积极影响。本研究调查了在考虑知识和咨询技能的影响后，反思是否对学生解决问题病例的能力有独立影响。
从根特大学的 362 名本科医学生中收集了视频病例解决经验的反思数据。对于知识和咨询技能，分别使用进展测试和课程教学咨询技能的结果。逐步多元线性回归分析用于检验解决病例质量（因变量）与反思技能、知识和咨询技能（因变量）之间的关系。
仅纳入了所有变量数据可用的学生（n=270）进行分析。该模型具有统计学意义（方差分析 F（3,269）=11.00，p<0.001，调整 R 方 0.10），所有变量均有显著贡献。
医学生的反思对病例解决有较小但显著的影响，这支持了反思作为绩效属性的作用。这些发现表明，值得测试反思技能培训对临床能力的影响。
