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Implicit linkage of memory with current experience
Learner unaware at the time
Forms unconscious expectations in future behaviour

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Spontaneous reflection on past experience
Some active involvement in learning process
Learning opportunities recognised in the future

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Planned discussion and review of experience
Engagement in decision making and problem solving
Plans future learning and learning events

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- Appreciation of how to manage a septic infant, although basic septic 6 the same, everyone will have picked up subtle differences in how they approach a case and their implicit framework will be subtly different.
- Jargon: "septic neonate", "cannula", "neonate"
Unconscious expectations:
- Junior assumes that he is the one that needs to perform cannula in first instance. Tacitly could have learnt that nurses may be more procedurally competent / could ask for pointers from nurses / assume nurses won't automatically offer help unless asked.

attempts cannula in neonate, unconscious expectation places cannula successfully every time. If doesn't achieve this then formulates further ideas regarding future e.g. questioning own suitability regarding paediatric specialty training.

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Reflecting on why he failed to insert cannula - stated several reasons for failure - blown vein, accidentally knocked cannula. Seemed to be extremely upset and as if he had let himself down. Criticised himself for knocking the cannula but didn't reflect on the event or discuss why he had failed in detail.

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Spontaneous reflection: disappointed in self. Negative rumination. Unclear where those expectations have come from.
- No reflection regarding knocking 2nd cannula out, reflecting
- Potentially lots of spontaneous reflection happens non-verbally, would need written reflection/ interview to elicit.

Learning opportunities recognised in the future: "what can I take from this"

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Clearly delineated 'reactive' and 'deliberative' in the model, perhaps there is more of a spectrum between reactive and deliberative.

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How applicable is the model to the learning on the nightshift? Deliberate learning unlikely to take place (not a priority), fatigue and work pressures present a barrier to reactive learning + could impair implicit learning.

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Hierarchy as a barrier to reactive and deliberative learning.

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Nil mention of learning from this particular scenario prior to cannulating the neonate.
- Nil review of experience
- Nil particular plans for future events / learning.

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Time pressures in the workplace meaning often difficult to work deliberative learning.

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For effective reactive learning needs not just spontaneous active reflection, but some positive reflection as well as negative. Perhaps needs element of debrief or

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Problematic as may produce false conclusions.