The objectives of this study were to guide students on re ective essay writing, evaluate their understanding and explore the immediate impact of a well-designed session on learning of students. A 1.5-hour learning session was designed following Gagne s nine events of instruction and conducted on nal year MBBS studentso guide them on re ective practice and its signi cance. The session was evaluated by a self-designed, structured questionnaire given as a pre-test and post-test. Of 158 students, self-scoring of re ective essay, by hand raising method, revealed that nearly 60% students were critical re ectors, 30% were re ectors and 10% were non-re ectors. Five out of nine questions showed a signi cant e ect (p <0.001) in two-tailed t-test. This learning session led to asigni cant improvement inunderstanding of students regarding role oref ective practice in modifying their future behaviour, and its role in making them a better professional.