Medical students' reflection in learning in relation to approaches to study and academic achievement

The Purpose of this work was to appraise reflection on learning in relation to measures of learning orientation, course valuing and academic achieveme nt. The study involved 196 second-year students of a six-year medical progr amme. The scales of Reflection in Learning (RLS), Course Valuing Inventory (CVI) and a version of the Approaches to Studying Inventory (s-ASI) were ad ministered early in the third term. The RLS was reapplied in the last week of the term. The relationships between students' RLS scores, their approach es to learning and perceived Learning outcomes and their academic achieveme nt were examined. There were positive, significant relationships between RL S, CVI and s-ASI's meaning orientation. Academic achievement was significan tly, albeit weakly, related to RLS. High achievers showed stability or posi tive change in RLS more frequently and stronger/stable personal efficacy in self-reflection. The findings suggest that a better knowledge of the refle ction profile might be useful to help students' quest for self-regulation o f learning.