This project aims to evaluate health professions students learning experiences and outcomes using varied modes of reflections. It explores how the format (written vs verbal) affects the depth and content of health professions students' reflections on their placement experiences, and how these reflections support the transfer of knowledge and skills. It also investigates students' perceptions of their critical reflection skill development and the principles or practices of placement educators that enhance critical reflection and work readiness. A mixed methods approach will provide a comprehensive understanding of the nature of student reflections, as well as factors influencing development of reflective skills. This includes analysis of content and quality of student reflections in verbal/ written formats and then qualitative exploration of students’ perceptions of how their reflection skills develop and what promotes their engagement. Findings will guide approaches to teaching and learning, potentially benefitting curriculum design in health professions internationally
