Specialist library
Medical Reflection
For doctors, medical students, physician associates and anaesthesia associates. Built around UK reflective-practice guidance (AoMRC, COPMeD, GMC and the Medical Schools Council), with insight, anonymisation and tone at its centre.
Tools included
| Tool | Use it when... | What you get | |
|---|---|---|---|
| MD1 | Reflective Practitioner Entry | Writing a portfolio, appraisal or training reflection. | An insight-first entry, learning and actions foregrounded. |
| MD2 | Insight Builder | Your entry is still mostly description. | Questions that draw out genuine insight in your words. |
| MD3 | Anonymisation and Disclosure Awareness | Before you save a reflective note. | An anonymity check plus accurate, calm context on how notes may be used. |
| MD4 | Significant Event and Feedback Reflection | Reflecting on an event, complaint or compliment. | Constructive, anonymised reflection focused on learning. |
| MD5 | Tone and Safety Check | You want to be sure the tone is right. | A flag of blame, venting or heat-of-the-moment framing. |
| MD6 | Capability and Curriculum Linkage | Linking a reflection to a curriculum capability. | A genuine link in your own words to confirm with your supervisor. |
Mini example
Writer input (pasted into MD2)
I missed the deteriorating obs on a patient because I was busy. Lesson learned, I'll be more careful.
Typical tutor response (MD2)
“I'll be more careful” is a resolution, not yet insight. What did this show you about how you prioritise and escalate when you're stretched? What specifically would you do differently next time the workload spikes — a check at set points, handover, asking for help earlier? Write the insight as something you now understand about your own practice.
What this shows
The tutor pushes past a generic lesson toward demonstrable insight, which the writer must articulate themselves.
This is a short illustration. Real exchanges are interactive: the tutor asks, you answer, and it responds to what you actually wrote.