LAUSR

ABSTRACT We aimed to examine the mediating effects of reflection on the relationship between feedback for reflection-for-action (RfA-feedback) and students’ perception of the importance of patient-centred communication (PCC) education. A survey was conducted with 358 medical students and the mediation effects were analysed by performing multiple regression analysis and Sobel test. Three types of reflection (i.e., reflection-in-action, reflection-on-action, and reflection-for-action) partially mediate the relationship between feedback for reflection-for-action, and the perceived importance of PCC education. Based on these findings, the study suggests the importance of providing feedback on reflection-for-action. Such feedback can encourage student reflection, and is crucial for their future, as medical professionals.