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Updated: Jul 15, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
"A memorable consultation": writing reflective accounts articulates students' learning in general practice
Kristian Svenberg1, Mats Wahlqvist, Bengt Mattsson
1Department of Community Medicine and Public Health/Primary Health Care, The Sahlgrenska Academy at Göteborg University, Sweden. kristian.svenberg@vgregion.se
Objectives:
To explore and analyse students' learning experiences of a memorable consultation during a final-year attachment in general practice.
Setting:
After a two-week primary care attachment in the undergraduate curriculum, students were invited to write a reflective account of a memorable consultation.
Design:
A total of 52 reflective accounts were read and processed according to qualitative content analysis. Credibility of the analysis was validated by two co-authors reading the descriptions separately and trustworthiness was tested at local seminars.
Results:
Three main themes emerged. In "The person beyond symptoms" the students recognize the individual properties of a consultation. "Facing complexity" mirrors awareness of changing tracks in problem-solving and strategies of handling unclear conditions. "In search of a professional role" reflects the interest in role modelling and the relation to the supervisor.
Conclusion:
Involving students in writing reflective accounts appears to stimulate them to articulate practice experiences of the consultation.
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