title: The effect of enhanced experiential learning on the personal reflection of undergraduate medical students.
abstract: OBJECTIVE
  This study's aim was to test the expectation that enhanced experiential learning is an effective educational method that encourages personal reflection in medical students.
  
  
  METHODS
  Using a pre post-test follow-up design, the level of the personal reflection ability of an exposure group of first-year medical students participating in a new enhanced experiential learning program was compared to that of a control group of second- and third-year medical students participating in a standard problem-based learning program. Personal reflection was assessed using the Groningen Reflection Ability Scale (GRAS). Students' growth in reflection was analyzed with multilevel analysis.
  
  
  RESULTS
  After one year, first-year medical students in the exposure group achieved a level of personal reflection comparable to that reached by students of the control group in their third year. This difference in growth of reflection was statistically significant (p<.001), with a small effect size (effect size = 0.18). The reflection growth curve of the control group declined slightly in the third year as a function of study time.
  
  
  CONCLUSIONS
  Enhanced experiential learning has a positive effect on the personal reflection ability of undergraduate medical students.
authors.affiliation: Center for Research and Innovation of Medical Education, University of Groningen and University Medical Center, Groningen, The Netherlands.
authors.forename: Leo C
authors.initials: LC
authors.lastname: Aukes
authors.forename: Jelle
authors.initials: J
authors.lastname: Geertsma
authors.forename: Janke
authors.initials: J
authors.lastname: Cohen-Schotanus
authors.forename: Rein P
authors.initials: RP
authors.lastname: Zwierstra
authors.forename: Joris P J
authors.initials: JP
authors.lastname: Slaets