Exploring Medical Students' Reflective Skills and Development of Professional Identity through Journals and Interviews

Background: The aspects of professional identity during medical students' clinical years need further exploration. This study investigates these aspects through a 3-year course, “The Capsule,” at our institution. This study aims to enrich what is known about specific components that constitute medical students’ professional identity and to characterize their reflective expressions as seen from their interviews and reflective journals written during their “Capsule” course. Methods: A descriptive multiple-case study (N=5) methodology was used. Data were collected from 47 reflective journals and semi-structured interviews. Content analysis was performed to identify recurring categories. Results: Reflective skills, listening and communication skills, empathy, and facing and discussing challenges within the clinical environment were all key components. Students’ reflective skills developed over time, with variations in the depth of reflection. Three levels of reflective thinking are presented. Conclusions: The study highlights the importance of reflective practices and peer support in professional identity formation. The findings align with earlier research, emphasizing the role of reflective writing in shaping medical students’ professional identities. Our study elaborates about the most common themes found in the reflective journals of students during their clinical years and highlight the importance of giving students guidance and feedback for reflective practices to encourage them to implement the use of the three levels of reflective thinking.