Medical students' reflection in learning in relation to approaches to study and academic achievement

Abstract

The purpose of this work was to appraise reflection on learning in relation to measures of learning orientation, course valuing and academic achievement. The study involved 196 second-year students of a six-year medical programme. The scales of Reflection in Learning (RLS), Course Valuing Inventory (CVI) and a version of the Approaches to Studying Inventory (s-ASI) were administered early in the third term. The RLS was reapplied in the last week of the term. The relationships between students' RLS scores, their approaches to learning and perceived learning outcomes and their academic achievement were examined. There were positive, significant relationships between RLS, CVI and s-ASI's meaning orientation. Academic achievement was significantly, albeit weakly, related to RLS. High achievers showed stability or positive change in RLS more frequently and stronger/stable personal efficacy in self-reflection. The findings suggest that a better knowledge of the reflection profile might be useful to help students' quest for self-regulation of learning.