"A memorable consultation": Writing reflective accounts articulates students' learning in general practice

Abstract

Objectives. To explore and analyse students' learning experiences of a memorable consultation during a final-year attachment in general practice. Setting. After a two-week primary care attachment in the undergraduate curriculum, students were invited to write a reflective account of a memorable consultation. Design. A total of 52 reflective accounts were read and processed according to qualitative content analysis. Credibility of the analysis was validated by two co-authors reading the descriptions separately and trustworthiness was tested at local seminars. Results. Three main themes emerged. In "The person beyond symptoms" the students recognize the individual properties of a consultation. "Facing complexity" mirrors awareness of changing tracks in problem-solving and strategies of handling unclear conditions. "In search of a professional role" reflects the interest in role modelling and the relation to the supervisor. Conclusion. Involving students in writing reflective accounts appears to stimulate them to articulate practice experiences of the consultation. © 2007 Taylor & Francis.