Impact of case-driven reflective writing in teaching attitude, ethics, and communication (AETCOM) among the medical undergraduates from central India: Insights from an early exposure psychiatry enrichment program

Background: Reflective writing provides a platform for self-awareness, critical thinking, and attitude, ethics, and communication (AETCOM) skills among students. Psychiatry exposure can be valuable in demonstrating and teaching AETCOM through reflective writing early in medical school. Methods: Fourth-semester undergraduates ( n = 16) participated in a reflective writing session at a tertiary hospital. This case vignette-based reflective writing exercise was facilitated by the faculty. Participants’ learning experience cum feedback was collected through a 13-item reflective practice questionnaire and two descriptive items, analyzed thematically. Results: Thirteen students (81.25%, mean age 20.8) submitted their responses. All found reflective writing valuable for AETCOM learning, engagement, and recognizing knowledge gaps. The majority agreed (10, 76.9%) on the facilitators’ role in the session. Qualitative analysis found peer discussions, self-learning, and a supportive environment, and the need for shorter sessions, smaller groups, and relatable cases as key themes. Conclusion: Reflective writing enhances AETCOM skills and can be a potential teaching-learning method (TL-method) for psychiatry exposure for students.