In turn, formative assessment improves self-reflection in students and reinforces the idea that intelligence can be increased as opposed to it being a fixed entity, reflecting Carol S. Dweck's important work on growth mind set, discussed in a recent the Innovative Instructor post.
More to the point, the course involves small-group reflection in which students explicitly connect their studies to their opinions, values, and choices in life.
There are several approaches to fostering reflection in medical students that have been described; many of those revolve around some sort of writing assignment, with or without face-to-face or written feedback.
In other words, how effective is self- and critical-reflection in helping students in their learning.
A paper from Germany titled "Reflections on Addiction in Students Using Stimulants for Neuroenhancement: A Preliminary Interview Study" uses face to face interviews with university students to explore determinants of nonmedicinal uses of methylphenidate and amphetamines for pharmacological neuroenhancement.
Reflection skills were scored using the 6-item Student Assessment of Reflection Scoring rubric (StARS®), which has been demonstrated as a valid instrument for reflection in undergraduate medical students at Ghent University [ 28].
It was tailored to the needs of a nursing programme (in Norway) as former studies showed that many students had superficial level of reflection in their reflective journals, few students applied knowledge to their reflections and some met unprepared in the guided reflection groups.
Whilst a few students recognised some potential value in reflection, some students felt that they would face difficulties in reflecting, particularly worrying that they may become over-critical of themselves.
It calls for mindfulness, empathy, and skillful dialogue on the part of the instructor and encourages critical self-reflection in the student.
