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Innovations in Pedagogy and Technology

Self-Reflection as an Educational Strategy in Postgraduate Medical Training in Saudi Arabia: A Scoping Review

  • Badriah Alruwaili
    Department of Emergency Medicine, King Abdullah bin Abdulaziz University Hospital, Princess Nourah bint Abdulrahman University, Riyadh 11564, Saudi Arabia
    Author
  • Rola Alrabah
    Department of Emergency Medicine, King Abdullah bin Abdulaziz University Hospital, Princess Nourah bint Abdulrahman University, Riyadh 11564, Saudi Arabia
    Author

DOI:

https://doi.org/10.63385/ipt.v2i2.408

Keywords:

Postgraduate Medical Education, Professional Identity, Reflective Practice, Residency Training, Saudi Arabia, SCFHS, Self-Reflection

Abstract

Reflective practice is recognized internationally as a core component of professional competence in postgraduate medical education, supporting critical thinking, clinical reasoning, and professional identity formation. In Saudi Arabia, residency programs regulated by the Saudi Commission for Health Specialties (SCFHS) have begun integrating reflective strategies into competency-based curricula; however, implementation remains variable and insufficiently evidenced. This review was done to systematically map how reflective practice is currently defined, implemented, and supported in postgraduate medical education within the Saudi context, and to identify opportunities and barriers influencing broader adoption. It included the empirical and descriptive literature examining the use of reflective strategies among postgraduate medical trainees and faculty in Saudi Arabia, including perspectives, curricular activities, and educational outcomes. A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guideline. Evidence was identified through database searches and review of SCFHS curricular materials. Descriptive synthesis was used to map approaches, barriers, and implications. A total of 12 sources were included. It showed that the reflective practices are currently embedded implicitly within debriefing, portfolios, simulation-based learning, mentorship, and professionalism initiatives; however, the lack of structured expectations, faculty development, assessment criteria, and psychological safety hinders consistent engagement. Cultural norms and workload pressure further restrict reflection. It concluded that refection is conceptually acknowledged within Saudi postgraduate medical education but remains underutilized. SCFHS is well positioned to strengthen national implementation through clearer expectations, supported faculty facilitation, and integration into existing assessment frameworks. Further research on reflective outcomes in the Saudi context is needed to guide best practices.

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    Copyright (c) 2026 Badriah Alruwaili, Rola Alrabah

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