Abstract

A semi qualitative study was conducted to evaluate & compare between the efficacy & usefulness of guiding questions versus feedback in facilitation of reflective writing among the students posted in ophthalmology department. 30 students were made to write 5 reflections based on their day to day patient encounter after which they were divided into 2 groups of 15 each. First group received 7 guiding questions & second group received one on one feedback from the Ophthalmology faculty. Following this, they wrote 5 more reflections. The reflections were graded by subject experts using a standardized rubric. Results showed that both methods improved the quality of reflections (p<0.001) & were efficacious but there was no difference between the 2 methods (p<0.329). In conclusion, feedback provides better motivation and direct the student to write more specific reflectives. Both methods help students to write better reflective.