BMJ  2008;336:827-830 (12 April), doi:10.1136/bmj.39503.608032.AD

Practice

Teaching Rounds

The self critical doctor: helping students become more reflective

Erik Driessen, assistant professor1, Jan van Tartwijk, associate professor2, Tim Dornan, professor3

1 Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands, 2 ICLON Graduate School of Teaching, Leiden University, Leiden, the Netherlands, 3 University of Manchester and Salford Royal Hospitals, Hope Hospital, Salford M6 8HD

Correspondence to: E Driessen e.driessen@educ.unimaas.nl

Reflection underpins learning from experience, so how do you foster reflection in your students? This article explores the best ways to do this

The first 150 words of the full text of this article appear below.


Reflection is vital for learning from clinical experiences
Students do not generally adopt reflective learning habits spontaneously, so teachers must help them
Clinical teachers can stimulate students to assess and analyse their actions and devise alternative actions
To do so, they must provide a challenging but safe learning environment, give feedback, and ask the right questions
The skill of the clinical teacher is to listen well and ask open questions



Reflection means letting future behaviour be guided by a systematic and critical analysis of past actions and their consequences


Whether or not "experience" means "making the same mistakes with increasing confidence over an impressive number of years"1 depends on how self analytical and critical you are. When you speak of your students needing to be "more reflective" you mean they should let their future behaviour be guided by systematic and critical evaluation and analysis of actions and beliefs and the . . . [Full text of this article]

Box 3 Review of Victor’s portfolio
Box 4 How Victor can analyse and change his behaviour
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