Purpose: Reflection and teaching it play an important role in learning. Therefore, the present study was conducted with the aim of providing a model of teaching reflection in universities of medical sciences.
Materials and Methods: Present research in terms of purpose was applied and in terms of implementation method was cross-sectional from type of quantitative. The research population was PhD and Master students of Golestan University of Medical Sciences in the academic 2020-21 years, which according to Cochran's formula number of 384 people of them were selected as a sample by stratified sampling by observing the size of the faculties. Data were collected through a demographic information form and a researcher-made questionnaire of 40-item, which whose and content face validity were confirmed by opinion of 20 academic experts and its reliability was obtained by Cronbach's alpha method 0.88. Also, data were analyzed by exploratory factor analysis and structural equation modeling methods in SPSS and AMOS software.
Findings: Findings showed that teaching reflection had three dimension of requires moving towards reflection (with two subscales of government and medical university education system challenges in the international dimension and government and medical university education system challenges in the national dimension), executive strategies for reflection development (with three subscales of appropriate discourse new discourse, problem solving methods and designing and organizing curriculum elements) and reflection consequences (with three subscales of knowledge development, individual competencies development and social competencies development, which the average variance extracted of all of them was higher than 0.60 and the reliability of all components with Cronbach's alpha and combination methods was higher than 0.80. In addition, the model of teaching reflection in universities of medical sciences had a good fit and this model had a direct and significant effect on all three dimensions of requires moving towards reflection, executive strategies for reflection development and reflection consequences (P<0.05).
Conclusion: According to the appropriate indicators for the model of teaching reflection, officials and planners of universities of medical sciences can use this model along with other models to improve reflection.