Over the last 15 years, there has been a substantial increase in the number of undergraduate medical students undertaking core clinical learning in rural and remote settings.

The debate surrounding these and other questions continues. How could a debrief or discussion between student and tutor enrich the assessment?.

Can we provide instructions to students that would help them to compose reflection papers that would demonstrate the transformational learning that has occurred?.What other activities besides written reflection papers might help lead to transformational learning?.Can we define learning objectives that might be best achieved through transformational learning in a global health curriculum for an AWAY site?.Does the individual need to be consciously aware of their change in order for transformational change to have occurred?.What evidence should we look for in the written reflections to assure ourselves that transformation has occurred?.What might this evidence look like? To help frame the discussion, we presented some points to ponder, and these are reproduced below: Workshop participants were invited to read and critique samples of student written reflection to assess whether there was any evidence that transformative learning had taken place. The workshop, “Assessment of Transformative Learning Using Student Reflection on Global Health Electives” explored the use of written reflection as an assessment approach. The theme of the conference was Assessment of Competence and Capability across the Continuum of Health Professional Education. Members of the BGHEI group ran a successful workshop at the recent 17th Ottawa Conference in Perth, Australia.

Washington dc medical conferences 2016