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This paper will be of interest to all academics or tutors who engage with teaching students.  It is of particular interest to those involved in teaching areas that are often considered to be conceptually challenging or where the educator wants students to engage more deeply in their learning.  The work presented examines the teaching of a clinical discipline and so in that respect may be of particular interest to those in the medical field in view of the linkages and importance of reflection in later professional practice.

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The purpose of this paper is to explore the potential impact of including written reflections on learning within a module both from the perspective of what the learner gains but additionally from the tutor perspective.  The paper will also consider the huge potential for the establishment of a narrative between them, increasing the connection and awareness.

It is often noted that reflection on learning can serve to deepen student’s awareness of their own learning but what is not so often considered is the potential gains that can be made by increasing the tutor’s awareness of the learner’s perspective.  Using this approach across a module can allow tutors to become more aware of areas students find challenging.  It also offers them the opportunity to provide feedback prompts that may aid the students in their work in terms of the choice of learning approaches.

It can allow students to identify areas they are struggling with ahead of the point they may have done so if not encouraged to reflect on the learning process.

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“We do not learn from experience ... we learn from reflecting on experience.”John Dewey 

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“We do not learn from experience ... we learn from reflecting on experience.”John Dewey 