ASSESSING THE ROLE OF REFLECTIVE PRACTICE IN PSYCHIATRY CLERKSHIPS: A MEDICAL EDUCATION PERSPECTIVE

Background: Reflective practice has emerged as a cornerstone of competency-based medical education, fostering self-awareness, critical thinking, and professional growth among students. In psychiatry clerkships, where students often confront complex patient narratives, ethical dilemmas, and emotionally charged encounters, reflective practice plays a pivotal role in shaping their clinical reasoning, empathy, and resilience. Despite its recognized importance, the systematic integration and evaluation of reflective practice in psychiatry training remain underexplored. Objective: This study aims to assess the role of reflective practice in psychiatry clerkships from a medical education perspective, with a focus on its impact on students’ clinical learning, empathy development, professional identity formation, and ability to navigate challenging patient interactions. Methodology: A mixed-methods approach was employed across psychiatry clerkships at Sahara Medical college. There were(n=120) students invited to participate in structured reflective writing exercises and facilitated group discussions following patient encounters. Quantitative data were collected using pre- and post-clerkship surveys measuring empathy (Jefferson Scale of Empathy), self-efficacy, and reflective capacity. Qualitative data were obtained from thematic analysis of students’ reflective narratives and focus group interviews, capturing perceptions of learning, challenges, and professional growth. Statistical analysis compared baseline and post-clerkship scores, while qualitative themes were triangulated to enrich interpretation. Results: Quantitative findings demonstrated significant improvement in students’ empathy scores (p<0.01) and self-reported reflective capacity (p<0.05). Students who engaged more actively in reflective exercises reported greater confidence in handling sensitive psychiatric cases and improved communication with patients and families. Qualitative analysis revealed four major themes: (1) enhanced understanding of patient perspectives, (2) recognition of personal biases and stigma, (3) development of coping strategies for emotionally difficult encounters, and (4) reinforcement of professional identity as future physicians. Students expressed that structured reflective opportunities helped bridge theoretical knowledge with lived clinical experiences. Conclusion: Reflective practice serves as a valuable pedagogical tool in psychiatry clerkships, strengthening students’ empathy, clinical reasoning, and professional growth. Its integration into undergraduate medical curricula can enhance preparedness for patient-centered care in psychiatry and beyond. Structured reflective writing and guided discussions provide safe avenues for students to process complex experiences, making reflective practice an essential component of competency-based medical education.