“It turns out I was wrong”: a thematic analysis of medical students’ reflective writing in an e-learning course on communication skills

Our findings demonstrate that reflective writing within our e-learning fostered students' metacognitive engagement, enhanced their awareness of communication nuances, and supported transformative learning processes. Students not only recalled central course content but additionally explored topics such as dealing with their own uncertainty by examining their beliefs, attitudes, and challenges, recognising the role of communication in professional development. These findings align with previous research and highlight the potential of reflective writing to bridge theory and practice, contributing to students' growth as empathetic and resilient healthcare professionals.