W B Hansen, R B McNeal
Drug education practice: results of an observational study
Health education research
reflective capacity prerequisite transformative learning regarded essential skill professional competence field medicine aim investigate reflective capacity objects action themes revealed reflective writing medical students general practicefamily medicine course secondyear medical students requested write learning diaries compulsory course general practicefamily medicine consisting principles physicianpatient relationship course included group session supervised clinical lecturer 3day training period local health centre conducted datadriven content analysis learning diaries learning diaries student observations commonly directed events training period group sessions occasionally observation directed inner experience following themes related reflective writing feelings towards end life demanding situations practice physicians attitude patient students inner experiences physicians wellbeing entries indicated different types reflective capacity three subgroups identified simple reporting reflective writing advanced reflective writing professional growth requires development reflective capacity essential successful patient care better clinical outcomes develop enhance reflective capacity medical students education curriculum provide frequent opportunities students assess reflect upon various learning experiences