Introduction: Transitional period of students towards becoming professional should be aimed for making self-motivated learners by medical education. It is known that reflective writing expands the affective domain of persons and promotes mind mapping which are integral parts of good professional. The present study aimed to develop reflective writing skills of the medical students and to increase awareness about reflective writing skills. Method: Prospective analytical study. Students were educated with a reflective writing skill workshop and requested to write four reflections after a specific interval with guidance. Reflections of students were analyzed for levels by the modified REFLECT Rubric method. Students were given individual feedback and /or by focus group discussion in between successive reflections. Feedback of whole process was taken from students. Results: At the end of first reflection, 65% students had a clear concept of reflection whereas at the end of the fourth reflection, all students had a clear concept with achievement of a higher level of reflection; 33% students were transferred to the level of introspection; 11% students were found in reflection. However no student reached to the level of critical reflection. Conclusion: Formal training and guiding for writing reflections over a period of time helped medical students to get sensitized and develop reflective writing skills. They had perception of enhanced skills of effective communication, ethical issues in medicine, empathy in medicine and patient's need. For holistic growth of students, teaching reflective writing skills to students should be incorporated.