Creating a reflective pedagogic strategy to enhance human health students’ professional practice at De Montfort University.

Reflection is a critical skill for healthcare workers as their professional practice requires undertaking continuous learning for professional development. The aims and objectives of this exercise were to assess and develop students’ critical thinking and reflective learning skills. A novel pedagogic reflective strategy implemented in large groups of human health students at De Montfort University consisted of the sequential provision of three specialised clinical case studies, which required students to reflect on their knowledge to answer them. Students received comprehensive feedback between each reflective question regarding the ability to extract and synthesise information and to reflect and comment.