Aalia Zaib¹
1 Gandhara University Peshawar, Pakistan. 

This study aimed to provide insights into the attitudes of medical students towards daily reflection writing and to explore the potential benefits of this practice for personal and professional development. The findings of this study could be used to inform medical education policy and practice, emphasizing the need to integrate daily reflection writing into medical curriculums. 

A total of 320 medical students (1st, 2nd, and 3rd year MBBS students) from Kabir Medical College Peshawar were included in the study from January 2023 till March 2023. Ethical approval was obtained from the Ethical Committee of the Gandhara University. Two pre-tested questionnaires using a Likert scale were modified to suit the study's objectives. The questionnaire was self-administered, and content validity was ensured before conducting the research. Descriptive and inferential analysis were applied using SPSS version 26.0. Demographic information such as age, gender, and academic major were collected from participants. 

The study found that most medical students had a positive perception towards daily reflection writing. Almost half of the medical students (47.8%) found that writing in their logbook improved their information retention, while 46.9% noticed positive changes in their learning approach. Additionally, nearly half of the participants (49.1%) reported being satisfied with the experience of daily reflection writing. These results highlight the potential benefits of integrating daily reflection writing in logbooks for medical students. 

The findings suggest that medical students have a positive attitude towards daily reflection writing and recognize its potential benefits for personal and professional development. The study highlights the need to integrate daily reflection writing into medical education curricula to foster critical thinking and self-awareness among medical students. 

Keywords
reflective practice, reflective writing, reflective practice in medical education. 

References (maximum three) 

1. Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach [Internet]. 2009 [cited 2023 Mar 13];31(8):685–95. Available from: https://pubmed.ncbi.nlm.nih.gov/19811204/ 

2. Bernard AW, Gorgas D, Greenberger S, Jacques A, Khandelwal S. The use of reflection in emergency medicine education. Academic Emergency Medicine. 2012 Aug;19(8):978–82. 

3. Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract [Internet]. 2009 Sep [cited 2023 Mar 13];14(4):595–621. Available from: https://pubmed.ncbi.nlm.nih.gov/18034364/