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Reflection is integral component of self-directed learning, and may enhance empathy, self-awareness, professionalism, and attitudes about learning. We sought to determine if addition of reflective exercises also enhances academic performance in first year dental students taking a systems-based, case-based biomedical science course. Methods: This a mixed method, retrospective study evaluating academic performance and lived student experience of students enrolled in the "Blood and Lymphatic System" course of 2015 and 2016. Courses were identical except for addition of reflective exercises in 2016. We evaluated class characteristics, academic performance as determined by ungraded pre/post test surveys and graded written assessments, and student perception of the course through Likert-type scale survey ratings and both manual and machine-coded textual analysis of written student comments. Results: Addition of reflective exercises to this course did not produce any significant changes in academic performance in two statistically similar student cohorts. However, the reflection exercises increased themes of empathy, professionalism, interdisciplinary collaboration in course evaluations, and the reflections themselves provided insights on student learning. Discussion and Conclusion: While reflective exercises seem to have little effect on academic performance, they can be used to gauge themes and sentiments of students enrolled in a biomedical system course.

Effect of Reflective Exercises on Academic Performance and Course Evaluations in a Biomedical Sciences System Course