Evaluation of a Structured Post-Assessment Reflection Framework and Its Impact on First-Year Veterinary Student Performance, Perceptions, and Reflective Practices

The ability to reflect on experiences is a critical component of successful medical practice, enabling practitioners to navigate complex situations and to utilize experience and feedback to improve performance. In recognition of this, medical educators are increasingly incorporating reflection activities into curricula. However, valid tools to assess reflective quality and objective evidence that reflection improves content learning are both lacking. We developed a post-quiz reflection assignment in an 8-week neuroanatomy course for first-year veterinary students. The goal of the reflection assignment was to maximize the learning impact of quizzes by encouraging students to review and analyze their performance relative to course content and their personal study approaches. We also designed a rubric to assess the reflections that students produced and present validity evidence supporting the use of this rubric. To evaluate the impact of the reflection assignments, we conducted both quantitative and qualitative analyses of student performance in the course, reflective quality, and post-course survey data. The reflection assignments in the Neuroanatomy course offered a structure and incentive for post-quiz reflection. Although reflection scores did not correlate with numeric course performance, most students agreed that the reflections improved their understanding of the course material, helped them improve their approach to studying, and helped them appreciate the importance of reflecting. Students reported that they maintained reflective habits in a subsequent course, and that their reflective habits continued to improve their understanding of course material and approach to studying. However, in the subsequent course, no obvious improvement in reflective process was demonstrated, and few students acknowledged utilizing the reflection template. The results suggest that while structured reflection may improve learning, it is important to provide adequate time, instructional support, feedback, and longitudinal curricular integration to maximize the development of effective reflective practices.