Rallying for Reflection: Pilot Use of Rubric to Facilitate Self‐Reflection in Dental Education

• DOI: 10.1111/eje.13088
• Publication Date: 2025-03-23T19:39:21Z
• Authors: Margarita S. Katser; Brandon M. Veremis; Theodora E. Danciu; Vidya Ramaswamy; Vitaliy Popov

ABSTRACTIntroductionDespite its utility, peer feedback within higher education curricula has not demonstrated a consistent correlation with academic performance. Student self‐reflection may be one factor of influence, as one's metacognitive assessment can alter feedback perception and processing. Yet, formal instruction on reflection remains rare. This single‐subject study assesses the level of students' self‐reflective capabilities through the adaptation and pilot use of a rubric based on Korthagen's ALACT reflection model.Materials and MethodsA total of 125 third‐year dental students enrolled in a diagnostic sciences course received peer feedback on a case‐based assignment. Subsequently, reviewees completed self‐reflection on four domains of their performance (examination, diagnostic reasoning, treatment planning and resource utilisation). Two evaluators experienced in dental education adapted an ALACT‐based rubric to score reflections and assess the frequency of complete self‐reflection, most commonly missed elements and the incidence of neglecting peer feedback.ResultsOf the 125 students, 60 (48%) submitted a complete self‐reflection on at least one of four performance domains, with only 1 student (0.08%) submitting a complete self‐reflection on all four. The most neglected area of reflection was the inclusion of a rationale for proposed future improvements, with on average 33/125 (26%) expressing the significance of their plans. Furthermore, 13/125 (10%) failed to address peer‐suggested shortcomings.ConclusionsCurrent findings demonstrate that student self‐reflection is rarely performed to completion, which may impact the integration of peer feedback. We propose a framework for encouraging and evaluating self‐reflection instruction and assessment, applicable within both didactic and clinical settings, as a means to set future clinicians up for success.