At a single institution, third year medical students on their core neurology clerkship attended a reflection session on the final day of their rotation. Fourth year medical students led these sessions using a reflection framework based on current literature in medical education. The students were prompted to share meaningful experiences, interventions they witnessed that surprised them, and how they feel they can incorporate the skills from the clerkship into their future specialties of choice. A pre- and post- survey was deployed to assess change in opinions following the completion of the reflection. Chi-squared test was performed to compare the results.

After the reflection session, a significantly larger proportion of students strongly agreed that the interventions in the field of neurology can effectively treat and/or manage disease (35.4% vs 58.3% respectively, p=0.01). In addition, after the reflection session, a significantly larger proportion of students strongly agreed that they would use the skills they learned in their neurology clerkship in their future career (63.1% vs 83.1% respectively, p=0.01).

Incorporating reflection sessions into neurology clerkships can be a useful tool in challenging misconceptions about the field of neurology for medical trainees. Reflection sessions help students understand the breadth of neurologic interventions and confidently incorporate neurology into their future specialties.