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How can reflection become useful learning rather than a compulsory portfolio exercise? Natalie May explores planned and spontaneous reflection, patient follow-up, feedback and the biases that shape our accounts. Her article and accompanying podcast consider how educators can create safer, more meaningful opportunities to learn from practice.

We are so excited to announce that the internationally acclaimed Teaching Co-Operative Course is coming to Manchester in 2018 on the 10-12th October. This course developed out of The Teaching […]

The St Emlyn’s team looks back on 2017 through favourite blogs, podcasts, books and conferences. Alongside clinical and educational discoveries, contributors reflect on friendship, workload, wellbeing and the experiences that shaped their year, before sharing hopes and plans for 2018.

How do we make decisions when time is short and information incomplete? This introduction to St Emlyn’s first e-book brings together risk, probability and metacognition, explaining why thinking about our thinking matters in emergency medicine.

Katherine Gridley reports from the inaugural Don’t Forget the Bubbles conference in Brisbane in 2017. Her review brings together paediatric evidence, simulation and difficult conversations, with reflections on compassion, clinician wellbeing and the perspectives of children and families.

Struggling to learn to surf offers a reminder of what being a novice feels like. Simon Carley reflects on how enthusiasm, achievable milestones and honest feedback can improve skills teaching, and why educators should occasionally become beginners again.

Self-care in retrieval medicine starts with ordinary needs: food, rest, sleep and time away from work. This sixth instalment of the Sydney HEMS reflections considers team morale, fitness and the culture of working while ill, drawing on a year of personal experience.

Leadership is not reserved for the most senior person in the room. Reflections from a year with Sydney HEMS explore responding to hostility, supporting colleagues after difficult jobs, listening to every voice and recognising the value of everyday kindness and humility.

How can a portfolio support learning rather than become a last-minute paperwork exercise? This account of the ST3 year offers tips on supervision, everyday cases, extended supervised learning events and organisation, with assessment requirements described as they stood in 2017.

Trainees must demonstrate their competence every year, but how do we assess those who supervise them? This discussion proposes an informal review of educational supervisors’ clinical skills, teaching, feedback and reflection, intended to support development rather than create another compulsory assessment.