Seed et al (Reference Seed, Davies and McIvor2007) demonstrated that very few psychiatric trainees include evidence of reflective learning in their portfolio. It is worth exploring the reasons behind these results.

As Bouch (Reference Bouch2003) highlights, reflecting on our experiences at work is of central importance to learning. Even entry into specialty training programmes require demonstration of capacity for reflective learning (Modernising Medical Careers, 2007). Reflective practice is a key element of continuing professional development (Reference BouchBouch, 2003) and the new MRCPsych curriculum emphasises reflective practice (Royal College of Psychiatrists, 2007).

Informal discussion with trainees in our trust demonstrated that some of them were not aware of documenting reflective practice in the portfolio, some were concerned about lack of structure for writing in the portfolio and very few complained of lack of time.

Major changes in the training curriculum will probably make the documentation of educational and clinical supervision increasingly important and in the context of the possible introduction of revalidation by the General Medical Council, reflective practice may become an important section of the trainees’ portfolio in future.