The Effect of Specific Feedback on Critical Reflection of Students

BACKGROUND: Critical reflection (CR) is an essential skill for expert clinical practice in various professions. The primary purpose of this study was to determine the effect of specific written feedback pro-vided by a coordinating faculty member (CC) on students CR ability demonstrated in written journal entries. METHODS: A single cohort of students was divided into two groups. Students submitted weekly journal entries via e-mail. The submissions were read and the demonstrated CR was scored on a 5-point scale. Specific feedback from the CC was provided to Group1 during the first 8-week internship and Group 2 during the last 8-week internship. RESULTS: Few statistical differences were noted. Descriptively, the removal of specific feedback during the second 8-weeks appeared to have a negative effect on CR. The addition of specific feedback during the second 8-weeks may or may not have had an effect. CONCLUSION: It is still undetermined whether specific feedback makes a difference in CR ability as reflected in journal writing. However, it does appear that the timing and continuation of feedback once provided may be a factor in student performance.