Pearson and Heywood (2004) studied reflection through a survey of attitudes toward and reported use of reflective portfolios in learning among UK GP registrars (postgraduate students). Sixty-five percent of 92 responders used the portfolio regularly for recording, and 42% used it in reflective learning. Three categories emerged in relation to the portfolio: reflectors, those who recorded data in the portfolio, reflected on that information and/or discussed it; recorders, those who used the portfolio to record data; and, non-users, those who did not record data in the portfolio. The role of the trainer/supervisor appeared critical. Those registrars who found the portfolio useful tended to be the reflectors. Wong et.
