The effect of self-reflection on the outcomes of online clinical skills training: a comparative study.

Abstract

Online learning is integral to pre- and post-licensure training across health and allied health disciplines. This randomized controlled study examined the impact of incorporating self-reflection prompts into an online clinical skills training module. A total of 88 health and social science students were randomly assigned to either a control group (N = 44) or an experimental group (N = 44). Both groups completed a brief, asynchronous online training module adapted from the Triple P - Positive Parenting Program, featuring a recorded lecture on clinical consultation skills. The experimental group received additional self-reflection prompts and completed written reflections, while the control group completed the training without reflective exercises. Participants in both groups completed pre- and post-training self-assessment surveys measuring knowledge, self-efficacy, and confidence, alongside a simulated client interview assessed using a standardized competency checklist for interpersonal and procedural skills. Results showed that participants in the experimental group demonstrated significantly greater improvements in knowledge acquisition, interpersonal skills, and procedural performance compared to the control group. These findings suggest that incorporating structured self-reflection activities in online training can enhance learning outcomes, promote deeper engagement, and improve self-awareness and clinical competence.