Exploring Learning Barriers Through Reflective Experiences of First-Year Medical Students

Abstract

The first year of medical education represents a critical transitional phase that requires students to adapt to the rapid and intensive dynamics of medical learning. Learning reflection can serve as a means of understanding and identifying students’ learning processes and barriers. Students’ perspectives provide valuable information for gaining a comprehensive understanding of the learning process. However, research exploring learning barriers from the perspective of medical students remains limited. This study aimed to explore and identify the main themes of learning barriers experienced by first-year medical students. A qualitative study using a phenomenological approach was conducted. Data were collected through an open-ended questionnaire addressing learning barriers, completed by 139 first-year medical students (93% response rate). To further explore the findings, interviews were conducted with six students with a grade point average (GPA) below 2.5. The data were analyzed thematically through a process of coding, categorization, and identification of major themes representing the respondents’ experiences. The findings demonstrated that students were able to identify and articulate their learning barriers through reflective processes. Based on their sources, internal barriers were the most dominant theme. Overall, 56% of students reported internal barriers, 3% reported external barriers, 34% reported a combination of internal and external barriers, and 7% reported no learning barriers. The most frequently identified internal barriers included low motivation, poor time management, and ineffective learning strategies. Meanwhile, external barriers were predominantly related to peer dynamics, non-conducive learning environments, and academic workload. These findings suggest that learning reflection can be an effective approach for identifying students’ learning barriers. Self-regulated learning mentoring programs and psychosocial support for first-year students could be further optimized. In addition, incorporating students’ reflective perspectives into educational evaluation may complement current approaches that predominantly focus on curriculum and instructional processes.