Analysis of Students' Reflective Journals on Medical Communication Role Plays

Kim, Young Jon; Lee, Seung Hyun; Yoo, Hyo Hyun

Abstract

This study explores the phenomenon of learner reflection in writing. Sixty-nine reflection logs were submitted by students after medical interview role plays. Using thematic analysis methodology, the following three steps were carried out: (1) the entire contents of the logs were analyzed and coded, (2) the coded contents were reclassified and categorized into higher themes, and (3) all reflection logs were re-analyzed to derive the frequency according to their classifications. The learners' reflection contents were classified into "˜preparation,'"˜experience,' and "˜future plan.' The levels of reflection were "˜simple information and appreciation,'"˜acquisition and application of knowledge,' and "˜analysis and criticism.' The types of reflection were identified only at the level of "˜analysis and criticism' and could be classified into "˜relativization,'"˜objectification,' and "˜internalization.' Students' reflection levels were highest in the levels of "˜acquisition and application of knowledge' (49.3%), and "˜analysis and criticism' (37.7%). A total of 14.5% of the students showed "˜internalization.' In order to enable internalized reflection at a critical level, instructional strategies to induce and promote reflection are needed.