What this paper adds
Often written reflections are used as a form of social inquiry rather than a means of monitoring and changing daily practice. Studies have not typically examined the role of frequency in determining how reflection can be used to influence performance. We show that brief daily written reflections influence students’ learning from experience, increase their awareness of their thoughts and actions, and increase their perceived recall of experiences. The frequency of written reflections should be an important consideration in developing reflection programmes to influence daily practice.
Learning from experience through daily reflection
Percentage of students who gave these responses
Total number of students who provided an answer to the question (n = 26)
Daily written reflections ...
Helped with learning from experience
Captured key learning experiences
Improved clinical performance
Differed from spontaneous reflections on other rotations
Increased awareness of thoughts and actions
Increased recall of experiences
Students who ...
Felt that feedback was helpful
Preferred less frequent reflections
Felt that daily reflections should continue to be required