title: Twelve tips for promoting significant event analysis to enhance reflection in undergraduate medical students.
abstract: The facilitation of reflection and development of reflective abilities are increasingly considered to be an important component of professional development (Eraut, 1994). It is known that students find the process of reflection difficult and that it does not come naturally to all, requiring a safe trusting environment in which students can develop with staff support (Woodward, 1998). The structured and deliberate review of significant events has been advocated as a useful way to encourage reflection (Brookfield, 1990). These tips are based on recent research, which revealed that students' difficulties with significant event analysis arise from a range of unforeseen emotional reactions or conflicts. We pass on our tips for minimizing these conflicts and enhancing the reflective and creative aspects of significant event analysis.
authors.affiliation: Department of Primary Health Care and General Practice, School of Medicine Imperial College, London, UK.
authors.forename: Emma
authors.initials: E
authors.lastname: Henderson
authors.forename: Anita
authors.initials: A
authors.lastname: Berlin
authors.forename: George
authors.initials: G
authors.lastname: Freeman
authors.forename: Jon
authors.initials: J
authors.lastname: Fuller
mesh_terms: D003405:Creativity; D004504:Education, Medical, Undergraduate / Q000379:methods*; D017408:Guidelines as Topic; D006801:Humans; D013337:Students, Medical / Q000523:psychology*; D013663:Teaching / Q000379:methods*; D013850:Thinking; D006113:United Kingdom