A Bibliometric Analysis of the Knowledge Structure of Reflective Learning in the Health Sciences

Abstract

This research aims to identify the developmental patterns of reflective learning in the health sciences context and offer suggestions for future research in this field. Our dataset consists of 385 studies conducted between 1983 and 2023 in the Web of Sciences (WOS) database. In this study, bibliometric analysis techniques such as performance analyses, co-citation analysis, co-word analysis, and co-authorship analysis were employed. The results of the co-word analysis indicated that Cluster 1 emphasizes medical education, student performance, and skill development, showcasing that self-assessment and feedback are crucial components of reflective learning. Cluster 2 explores how health services shape student experiences and the impact of reflective learning on these experiences. Cluster 3 highlights the centrality of reflective learning in professional development and patient interaction. Clusters 4 and 5 elucidate the roles of knowledge, attitudes, and quality management in the reflective learning process. Clusters 6 and 7 underscore the critical importance of continuous improvement and patient safety within the context of reflective learning. In conclusion, the topic of reflective learning is garnering increasing interest in health disciplines, and further comprehensive analyses are needed to better understand the trend of this interest.