The authors described the process of these successful teachers as an ongoing, iterative process of observing, reflecting and experimenting. In a parallel study (Pinsky and Irby 1997), the same authors reported how physician teachers reflected on failures in their teaching to improve it. Half of the 20 respondents believed that reflecting on failures was as or more important than reflecting on successes. Both studies support the role of reflection in the ongoing professional development of teachers. Two studies are reported of reflection in practicing nurses (Gustafsson and Fagerberg 2004; Teekman 2000). Both used in-depth qualitative methods. In the first, (Gustafsson and Fagerberg 2004) four nurses described reflection both.
