Reflecting means thinking about an experience and explaining:

• What you observed or did
• What you learned from it
• Why that learning matters in medicine
• How it changed your understanding or future behaviour

Medical schools care less about how “impressive” your work experience/volunteering sounds and more about whether you genuinely learned from it.

Someone volunteering in a charity shop can demonstrate just as much reflection as someone shadowing in a hospital.

A simple reflection structure is the following:

• What happened? Briefly describe one specific situation you experienced or observed.
• What skill did you see? Identify the quality demonstrated, such as communication, empathy, teamwork, leadership or resilience.
• What did you learn? Explain what the situation taught you about that skill or about working in healthcare.
• Why is that skill important? Link it to medicine and explain how it helps doctors provide safe, effective and compassionate patient care.
• How are you developing that skill? Give evidence of how you have practised or improved it through volunteering, employment, education or another activity.

For example:

During my hospital work experience, I observed a doctor explaining a diagnosis to an anxious patient using simple language and regularly checking their understanding. This demonstrated effective communication and empathy. I learned that good communication is not only about providing accurate information but also about adapting your approach to the patient’s emotional state and level of understanding. This is important in medicine because patients need to understand their condition and feel comfortable asking questions before they can make informed decisions about their care. I have been developing this skill through tutoring, where I adapt my explanations depending on each student’s understanding and ask them questions to check that the information is clear.

While volunteering in a care home, I spoke with a resident who repeatedly told me the same story. Rather than interrupting them, I listened patiently and continued to engage with what they were saying. I noticed that being given time and attention appeared to improve their mood. This taught me that empathy often involves listening and helping someone feel valued, even when you cannot directly solve their problem. Empathy is important in medicine because patients may feel frightened, isolated or unheard, and compassionate interactions can build trust. I have continued developing this skill by volunteering regularly and making a conscious effort to listen without rushing or making assumptions.

While volunteering in a charity shop, I encountered a customer who became frustrated about the store’s returns policy. I remained calm, listened without interrupting and explained the policy clearly before asking a supervisor for assistance. This demonstrated professionalism, conflict management and an awareness of my limitations. I learned that acknowledging someone’s concerns can help de-escalate a difficult interaction, even when you cannot give them the outcome they want. This is important in medicine because doctors regularly interact with people who may be distressed or frustrated. I am developing this skill through customer-facing work, where I practise remaining composed, communicating respectfully and seeking help appropriately.

Good topics to reflect on include:

• Communication
• Empathy