Learning via Reflection: Studying the Covid-19 Pandemic Experiences of First-Year Medical Students


  • Retash Shan
  • Vanita Sharma
  • Sanjeev Verma
  • Soobia Rashid
  • Saqib Gul
  • Ufaira Ghani Bhat




Covid-19, CBME curriculum, Pandemic, Reflective writing


Background: Reflective writing allows for a thorough analysis of something learned or an event had. In medical
education, reflective writing is of utmost importance. The Competency-Based Medical Education (CBME)
curriculum of the Medical Council of India (MCI)/National Medical Commission (NMC) endorses reflective
writing as a learning technique, especially in the emotive domain. Writing reflections is a form of experiential
learning, where the experience could be a seminar, conference, natural disaster, or epidemic. Due to the covid-19
outbreak, the Indian government was forced to institute a nationwide lockdown.
Due to pandemics and the uncertainties surrounding the reopening of medical institutions, the return of onsite
teaching activities, and the administration of exams, the medical students are experiencing a difficult time. As
part of their schooling, the kids were encouraged to express their experiences by writing thoughts on the present
pandemic. The first-year medical students reflected on the COVID-19 pandemic using Rolfe G. et al’s(2001) three
parts reflective approach, which comprises of three simple questions: what happened, so what, and what’s next?
This article is an attempt to summarize their thoughts.

Aims and Objectives: Learning via reflection: Studying the Covid-19 Pandemic Experiences of First-Year Medical
Materials and Methods: To encourage reflective writing among the first-year MBBS and BDS students at the GMC
Jammu, they were told to apply Rolfe’s reflection model to the COVID-19 pandemic. 200 medical students from the
class of 2021-22 were polled for their insights. In order to refresh the students’ memories, a quick outline on “how
to write reflection” was provided based on Rolfe’s reflection. To empower students to freely express themselves,
responses were voluntary and anonymous. The responses were collected and submitted in an anonymous way to
the authors.
Results: In the present study, students were told to evaluate the situation via the lens of Rolfe’s model.
Approximately two hundred students took part in the activity. We have merely compiled and provided samples
from the reflections of several pupils.
Conclusion: This one-of-a-kind experience of the pandemic and lockdown will linger in the minds of the medical
students and us as educators for the remainder of our careers. Some students are hopeful about the future, whilst
others fear falling behind on their assignments and contracting the illness

Author Biographies

Retash Shan

1Senior Resident, Department of Physiology

Vanita Sharma

Associate Professor, Department of Physiology GMC Jammu

Sanjeev Verma

Assistant Professor,Department of Physiology GMC Jammu

Soobia Rashid

Third year PG student Department of Physiology GMC Jammu

Saqib Gul

Third year PG student, Department of Physiology GMC Jammu

Ufaira Ghani Bhat

Second year PG student, Department of Physiology GMC Jammu




How to Cite

Retash Shan, Vanita Sharma, Sanjeev Verma, Soobia Rashid, Saqib Gul, & Ufaira Ghani Bhat. (2023). Learning via Reflection: Studying the Covid-19 Pandemic Experiences of First-Year Medical Students. Indian Journal of Public Health Research & Development, 14(3), 210–214. https://doi.org/10.37506/ijphrd.v14i3.19389

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