We present a model to help medical students reflect on meaningful clinical experiences, published in www.MedEdWorld.org. Reflection for learning is complex and for educators, designing and assessing reflective learning remains challenging. This problem is confounded by a plethora of different approaches used in teaching the concept of reflection, including reflective essays, diaries, case studies, etc. As a result, students are confused and educators frequently lament that students just 'don't get it'. Recent guidance has added some clarity and a frame-work (Sandars 2010).
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