Abstract
Reflection is an important skill, as it supports both individual and lifelong learning. It can be used as a learning method in medical education for professional development at all stages. This study aims to evaluate reflective skills of third-year medical students in primary care experience. Physicians from affiliated primary health care centers supervised students during their clinical practice. Student reports was the main documents to assess learning experiences during that period. Researchers used narrative reflection in the students’ reports for content analysis. Reports entries were categorized as avoidant or scant reporting, objective reporting, committed reflectors and reflectors with emotional exploration and coded accordingly. Self-learning experiences of students resulted in various levels of reflection. Students who have committed reflection and reflection with emotional exploration presented detailed and contextual information about their performances and self- learning outcomes. Some students who are categorized as objective reporters wrote simply about daily events and interactions as their learning experiences. Reflective practice provides some information about learning experiences of medical students and reflections on self-learning of primary care experience.
Key words: Medical education, reflection, professional development, primary health care.
