The role of art in helping trainees to reflect is acknowledged, but poorly understood. 

An over-crowded foundation curriculum emphasises the clinical nature of learning.

The opportunity to reflect on experience through other educational means is limited.

Our innovative teaching session aimed to encourage foundation trainees to step outside the consulting room and reinterpret their clinical experiences through reflective writing about art.

A group of foundation trainees (n.5), their tutor (KT) and a researcher (SS) visited the Wellcome Gallery, London.

Whilst there, trainees were encouraged to seek out art works which resonated with a clinical encounter or experience, and to write a reflective piece about one.

The group met again in a follow-up focus group, during which they discussed their writing and it’s impact on them as trainees and doctors.

The session was not a specific 'supervised learning event;' instead trainees were free to link and construct their reflection on clinical practice as suited them.

The responsibility for learning was shared, and new areas of discussion and learning were opened.

 Themes in their writing were commensurate with deep learning.