{"id":4547,"date":"2026-07-15T18:15:19","date_gmt":"2026-07-15T17:15:19","guid":{"rendered":"https:\/\/microsites.ncl.ac.uk\/casestudies\/?p=4547"},"modified":"2026-07-15T18:15:19","modified_gmt":"2026-07-15T17:15:19","slug":"small-ways-to-introduce-reflection-part-1","status":"publish","type":"post","link":"https:\/\/microsites.ncl.ac.uk\/casestudies\/2026\/07\/15\/small-ways-to-introduce-reflection-part-1\/","title":{"rendered":"Small ways to introduce reflection – Part 1"},"content":{"rendered":"

Reflecting on a new learning experience gives PARTNERS supported-entry route applicants a meaningful opportunity to develop insight and readiness for Stage 1.<\/p>\n

\n

Our challenge \/ opportunity<\/strong><\/span><\/h3>\n

Reflection is an important part of the medicine curriculum.\u00a0 Students are required to reflect on their experiences and personal development from Stage 1 of their course.\u00a0 PARTNERS<\/a> is one of Newcastle University\u2019s supported-entry routes and requires applicants to complete an Assessed Summer School in order to receive a reduced offer for entry to their chosen course.\u00a0 The Summer School assessment is formative and students receive feedback on this.\u00a0 We wanted to introduce the concept of reflection into the Summer School, giving students an opportunity to have a go at reflection and receive feedback on it.<\/p>\n

The medicine strand of the PARTNERS Summer School has around 120 students and closely replicates the structure of a Stage 1 case (equivalent to a module).\u00a0 In one session, students learn how to take a history from a patient (i.e. asking questions of a simulated patient to gather information on their health).\u00a0 As part of the formative assessment, we ask students to reflect on this experience, as it is probably the first time they have done this.<\/p>\n

\n

Our solution (approach)<\/span><\/strong><\/h3>\n

The formative assessment requires students to write a personal reflection of the history taking session, what went well, what they could improve and why it is important to do so.<\/p>\n

Firstly, students are introduced to a model of reflection as part of a timetabled session within the Summer School.\u00a0 There are many models of reflection but, as this is a first introduction into reflective practice, we use the relatively simple \u201cWhat? So what? Now what?\u201d model.\u00a0 This is described within the session and then students could either start drafting their assessment or practice by reflecting on a different experience.<\/p>\n

\"\"

The ‘What? So what? Now what? model<\/p><\/div>\n

Next, students submit the reflection in their own time.\u00a0 There is a word count requirement of 100-150 words and students are told not to use generative AI as we want their personal reflections on the situation.\u00a0 If the whole experience is too much to write about in 150 words, they can reflect on one aspect so they can go into greater detail. We encouraged students to use phrases like \u201c\u201cI felt this because…\u201d, \u201cThis is important because…\u201d, \u201cThe impact of this will be\u2026\u201d.<\/p>\n

Finally, once the deadline is passed, we team mark all the reflections (i.e. all markers are together in the same room).\u00a0 This has the benefit that any queries can be addressed within the group and a consensus reached.\u00a0 All of the markers are familiar with using a reflective cycle in their own practice.\u00a0 As well as commenting on what has been done well, as this is a formative assessment, feedback focuses on improvements for the future.\u00a0 Only in situations where the reflection significantly deviates from what is required are students asked to submit a second attempt.<\/p>\n

\n

The impact (results)<\/span><\/strong><\/h3>\n

Student feedback does not mention the reflection specifically but we believe it is valuable as it gives an initial introduction to a skill students will be asked to do many times in Stage 1 and beyond, and, therefore, provides a representative educational experience.\u00a0 It also authentically mirrors the expectations of the professionalism strand of the course which aligns with General Medical Council requirements.<\/p>\n

\n

Lessons learned<\/span><\/strong><\/h3>\n

We have refined the taught session on reflection over the last three years based on how students performed in the assessment and addressed gaps in the information presented.\u00a0 Common pitfalls were that the description of the situation was too long, actions to improve were not specific enough and that descriptions were of other people\u2019s actions rather than the student\u2019s own. \u00a0We learnt that we needed to be explicit that we expected students to write in paragraphs and that headings weren\u2019t needed.<\/p>\n

There appeared to be a natural desire amongst the students to want to be self-congratulatory and had to be encouraged to identify what to improve and why that was important.<\/p>\n

\n

Tips for colleagues<\/span><\/strong><\/h3>\n

Although this was part of a supported-entry route Summer School (where the incentive is a reduced offer for passing the Summer School), these small moments of reflection could be incorporated into a taught module at UG or PGT level.\u00a0 Careful thought should be given to whether this could or should be credit bearing (and, if so, whether this is based solely on submission or whether the reflections will be graded).\u00a0 Not attaching credits may allow students to write more authentically.\u00a0 Attaching credits to reflection can help with engagement and acknowledges the work involved, however, many smaller pieces of summative work can increase anxiety for students, especially when they are unfamiliar with the format.\u00a0 Essentially, there are four ways that reflection could be used within a course: voluntary, pass\/fail based on completion, formative or summative.\u00a0 These are summarised nicely here<\/a>.<\/p>\n

Equally, deciding on the topic of the reflection is important.\u00a0 It could be a single (new) experience or several moments within a longer process.\u00a0 It is important that colleagues giving feedback are familiar with reflection.\u00a0 Personal reflection is deeply personal and unconstructive feedback can have a negative impact on the student.<\/p>\n

Colleagues may wish to consider if \u201creflection\u201d is the best name for this type of assessment.\u00a0 For example, one of these could be more accessible: \u201cevidence of learning\u201d, \u201cpersonal learning analysis\u201d, \u201cself-assessment\u201d, \u201ccritical review of practice\u201d.<\/p>\n

\n

Skills and attributes<\/span><\/strong><\/h3>\n

Students were able to develop the following attributes:<\/p>\n