An 11-field structured template for reflective practice was not completed well. We suggest four fields as a maximum so as to enable trainees to reflect and note their personal key learning points. There needs to be an emphasis on quality rather than quantity of ePortfolio reflective logs, both in number and length of log aiming for 1-2 well completed reflections per post.

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P rior research demonstrates that student learning can be enhanced through self-guided reflection. In particular, promoting students' metacognition and self-efficacy beliefs requires educators to provide students with opportunities to 'be confused', ask questions of themselves and build the resilience fundamental to their future professional lives. However, students cannot be expected to learn to learn; they must be taught how to learn. Additionally, they need to be assisted in identifying what learning strategies are available to them. Having outlined the rationale behind strategies such as student-led learning and student-driven assessment, this paper presents an analysis of student reflections, module evaluations and exam marks, and a comparison of final exam marks before and after a method known as freedom to fail (F2F) was introduced. It was found that the introduction of this approach led to a greater student awareness of learning strategies and improved results.