LAUSR

Dear Editor, A letter in response to Lefroy et al [1]. Reflection is a crucial skill for lifelong learning, and so a good experience as an undergraduate would have a large influence on whether it continues as a postgraduate. I would like to make some additional suggestions. To think carefully about the volume of reflection required and for it to be used judiciously. Many postgraduate programmes do not appreciate this and the burden of reflection is the enemy of the quality of reflection. Trainees would benefit from a better understanding of some of the theory relevant to reflective practice and be able to apply this. Mezirow and the disorientating dilemma in the selection for what to reflect on, improving motivation [2]. Schon and the types of reflection in action and reflection on action [3]. And of course, Moon and appreciating the need to move beyond description to deeper reflection [4]. Moon offers exercises to explain and emphasise how to reflect which in themselves may be a helpful starting point. It is not all about the learner – supervisors need to be skilled in guiding reflection and ensuring it can be assessed but just enough to ensure that the principles are being followed and for it to be a useful tool for a career, not just a course. Is written portfolio reflection the only means of reflective practice? How does this sit alongside reflection in-action of simulation or reflection-on-action in Balint? Is one superior or are they complementary or conflicting in developing the lifelong reflective practitioner?