Enhancing Reflective Writing through Structured Peer Feedback in Medical Education
Roč.16,č.1(2026)
Tento článek představuje strukturovaný systém vrstevnického hodnocení navržený za účelem rozvoje dovedností studentů v oblasti reflektivního psaní. Systém je koncipován jako nástroj formativního hodnocení, který kombinuje podrobný hodnoticí checklist, rámec zpětné vazby Glow and Grow a následný dotazník zaměřený na zjišťování vnímání procesu vrstevnické zpětné vazby ze strany studentů. Projekt byl implementován v seminářích reflektivního psaní, kde studenti hodnotili eseje svých spolužáků pomocí checklistu založeného na klíčových fázích reflexe (Co? Proč je to důležité? Co dál?). Prvek Glow and Grow podporoval vyváženou a konkrétní zpětnou vazbu tím, že studenty vedl k identifikaci silných stránek i oblastí ke zlepšení. Po ukončení hodnocení studenti vyplnili anonymní dotazník, v němž hodnotili přínosy a obtíže celého procesu. Získané výsledky naznačují, že strukturovaná vrstevnická zpětná vazba podporuje hlubší zapojení studentů do konvencí reflektivního psaní a rozvíjí jejich povědomí o efektivním psaní a dovednosti sebehodnocení, čímž přispívá k rozvoji autonomie studenta v jazykovém vzdělávání.
Marie Lahodová Vališová
Masaryk University Language Centre
Assistant Professor at the Masaryk University Language Centre, Faculty of Medicine, Brno. Her research focuses on pragmatics, particularly politeness and speech acts, metadiscourse in academic writing, and ESP course design. She teaches medical English, specialising in doctor–patient communication and integrating pragmatics into instruction to develop students’ professional communication skills in medical contexts.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Oxford: RoutledgeFalmer.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge University Press.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D. C. Heath.
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32(2), 481–509. https://doi.org/10.1007/s10648-019-09510-3
General Medical Council. (n.d.). Continuing professional development: guidance for doctors. https://www.gmc-uk.org/education/standards-guidance-and-curricula/guidance/continuing-professional-development.
Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Health and Care Professions Council. (n.d.). Sample CPD profiles. https://www.hcpc-uk.org/cpd/completing-a-cpd-profile-for-audit/cpd-sample-profiles/.
Holec, H., (1981). Autonomy and foreign language learning. Pergamon.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
Kolb, D. A. (1994). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Lim, J. Y., Ong, S. Y. K., Ng, C. Y. H., Chan, K. L. E., Wu, S. Y. E. A., So, W. Z., Tey, G. J. C., Lam, Y. X., Gao, N. L. X., Lim, Y. X., Tay, R. Y. K., Leong, I. T. Y., Rahman, N. D. A., Chiam, M., Lim, C., Phua, G. L. G., Murugam, V., Ong, E. K., & Krishna, L. K. R. (2023). A systematic scoping review of reflective writing in medical education. BMC Medical Education, 23(1), 12. https://doi.org/10.1186/s12909-022-03924-4.
Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education, 14(4), 595–621. https://doi.org/10.1007/s10459-007-9090-2
Moon, J. (2004). Using reflective learning to improve the impact of short courses and workshops. Journal of Continuing Education in the Health Professions, 24(1), 4–11. https://doi.org/10.1002/chp.1340240103
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Preethi, B. P., Shubha, D. B., & Babu, S. (2025). Facilitating reflective writing as a professional development tool among medical students. Journal of Medical Sciences and Health, 11(1), 26–31. https://doi.org/10.46347/jmsh.v11.i1.24.91
Prilla, M., Blunk, O., & Chounta, I. A. (2020). How does collaborative reflection unfold in online communities? An analysis of two data sets. Computer Supported Cooperative Work, 29(5–6), 697–741. https://doi.org/10.1007/s10606-020-09382-0
Reinholz, D. L. (2018). Three approaches to focusing peer feedback. International Journal for the Scholarship of Teaching and Learning, 12(2), Article 10. https://doi.org/10.20429/ijsotl.2018.120210.
Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking https://www.canr.msu.edu/bsp/uploads/files/reading_resources/defining_reflection.pdf
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user’s guide. Palgrave.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books
Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. https://doi.org/10.3102/00346543068003249
Truykov, L. (2023). Medical students' honesty in summative reflective writing: A rapid review. The Clinical Teacher, 20(5), e13649. https://doi.org/10.1111/tct.13649
Ullmann, T. D. (2019). Automated analysis of reflection in writing: Validating machine learning approaches. International Journal of Artificial Intelligence in Education, 29(2), 217–257. https://doi.org/10.1007/s40593-019-00174-2
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wald, H. S., Reis, S. P., & Borkan, J. M. (2009). Reflection rubric development: Evaluating medical students’ reflective writing. Medical Education, 43(11), 1110–1111. https://doi.org/10.1111/j.1365-2923.2009.03470.x
Copyright © 2026 Tetiana Kibalnikova, Marie Lahodová Vališová