Gerontology & Geriatric Research

Abstract

Depth of Field: Teaching the Art of Reflection to Medical Students

Gabrielle Brand, Sandra Carr and Christopher Etherton-Beer

Fostering reflective practice and lifelong learning skills is a core component of medical education, particularly during the clinical years. However, reflective models tend to focus on reflection-in-action and after-action, and neglect to consider reflection-before-action or as we term it ‘preflection’. In addition, a growing ageing population and complex health care systems require medical educators to prepare future doctors to adopt positive approaches to older age and illness, including practicing humanistic models of care for older people.