Assessing the Initial Level of Reflective Culture in Medical Students: A Diagnostic Study

Abstract

Developing a reflective culture in medical students is essential for fostering critical thinking, self-assessment, and lifelong learning. This study aims to assess the initial level of reflective culture among students in medical education through a diagnostic analysis. Using a combination of surveys, interviews, and observational data, we analyzed students' ability to engage in self-reflection, identify strengths and weaknesses, and apply reflective practices in their learning process. The results indicate varying levels of reflective competence, highlighting the need for structured pedagogical interventions. The study provides insights into designing effective models for enhancing reflection-based learning in medical education.