title: Is Reflective Ability Associated With Professionalism Lapses During Medical School?
abstract: Recently, many have argued that learning to reflect on one's experiences is a critical component of professional identity formation and of professionalism. However, little empirical evidence exists to support this claim. This study explored the association between reflective ability and professionalism lapses among medical students.
  
  
  
  The authors conducted a retrospective case-control study of all students who matriculated at Indiana University School of Medicine from 2001 to 2009. The case group (n = 70) included those students who had been cited for a professionalism lapse during medical school; the students in the control group (n = 230) were randomly selected from the students who had not been cited for a professionalism lapse. Students' professionalism journal entries were scored using a validated rubric to assess reflective ability. Mean reflection scores were compared across groups using t tests, and logistic regression analysis was used to assess the relationship between reflective ability and professionalism lapses.
  
  
  
  Reflection scores for students in the case group (2.46 ± 1.05) were significantly lower than those for students in the control group (2.82 ± 0.83) (P = .01). A lower reflection score was associated with an increased likelihood that the student had been cited for a professionalism lapse (odds ratio = 1.56; P < .01).
  
  
  
  This study revealed a significant relationship between reflective ability and professionalism, although further study is needed to draw any conclusions regarding causation. These findings provide quantitative evidence to support current anecdotal claims about the relationship between reflection and professionalism.
authors.affiliation: L.A. Hoffman is assistant professor, Department of Anatomy and Cell Biology, Indiana University School of Medicine, Fort Wayne, Indiana. R.L. Shew is senior lecturer, Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana. T.R. Vu is associate professor of clinical medicine and associate director of the medicine clerkship, Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana. J.J. Brokaw is associate professor, vice chair for education, and director, Indiana University Center for Anatomical Sciences Education, Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana. R.M. Frankel is professor of medicine, Department of Medicine, and director, Walther Program in Palliative Care Research and Education, Simon Cancer Center, Indiana University School of Medicine, Indianapolis, Indiana.
authors.forename: Leslie A
authors.initials: LA
authors.lastname: Hoffman
authors.forename: Ronald L
authors.initials: RL
authors.lastname: Shew
authors.forename: T Robert
authors.initials: TR
authors.lastname: Vu
authors.forename: James J
authors.initials: JJ
authors.lastname: Brokaw
authors.forename: Richard M
authors.initials: RM
authors.lastname: Frankel
mesh_terms: D000328:Adult; D016022:Case-Control Studies; D004504:Education, Medical, Undergraduate; D005260:Female; D006801:Humans; D007196:Indiana; D016015:Logistic Models; D008297:Male; D000068616:Professionalism; D012189:Retrospective Studies; D012647:Self-Assessment; D013337:Students, Medical / Q000523:psychology*