The UCSF Faculty Development Workshop on Critical Reflection in Medical Education: Training Educators to Teach and Provide Feedback on Learners’ Reflections

Publication ID Published Version
9086 January 24, 2012 1
University of California, San Francisco, School of Medicine


This guide describes a literature-derived workshop to train faculty in the skill of critical reflection and to teach them to foster the skill in their learners. The basic workshop lasts two hours, and we provide options for two different three hour workshops and one four hour long workshop as well. All versions of the workshop encourage participant interaction throughout through the use of multiple teaching modalities: individual, small and large group exercises; use of written materials, white board/flip charts and PowerPoint. Participants apply their skill as educators to analyze more and less effective reflections, are introduced to the concepts and data surrounding critical reflection in medical education and a structured approach for promoting effective and educational reflection, practice giving feedback on critical reflections.

In the longer workshops, they may also write critical reflections themselves, gain additional feedback experience, and draft approaches to incorporating reflection in the courses and curricula to assess competencies. Materials include: a PowerPoint slide set; two sets of sample reflections (5 total), each with an annotated presenter’s guide; a sheet for rating and evaluating sample reflection quality; the UCSF LEaP Guide, a structured approach to critical reflection; guidelines for providing feedback on both content and reflective skill of critical reflections; a prompt for faculty critical reflection; and a workshop evaluation form.


Aronson L, Kruidering M, O'Sullivan P. The UCSF Faculty Development Workshop on Critical Reflection in Medical Education: Training Educators to Teach and Provide Feedback on Learners’ Reflections. MedEdPORTAL Publications; 2012. Available from:

Educational Objectives

  1. To define critical reflection as used by educators.
  2. To list the components of more and less effective critical reflections.
  3. To describe the uses of critical reflection in medical education.
  4. To practice providing feedback on both the content and reflective skill demonstrated in a critical reflection.
  5. To write a critical reflection and discuss the challenges of critical reflection.
  6. To identify milestones or competencies for which critical reflection would improve your ability to assess learners’ progress and where they might be located in the curriculum.


  • Reflection, Feedback, Progress


  • Interpersonal & Communication Skills
  • Practice-based Learning & Improvement
  • Professionalism

Professional Interest

  • Assessment
  • Communication Skills
  • Curriculum Development/Evaluation
  • Instructional Materials/Methods
  • Teaching Skills

Instructional Methods

  • Assessment
  • Lecture

Intended Audience

  • Professional & Faculty Development


  • Presentation
  • Reference

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ISSN 2374-8265