The development and validation of a short form of the STERLinG: a practical, valid and reliable tool to evaluate teacher competencies to encourage reflective learning.

Background: To optimize response rates, it is important to have brief, comprehensive instruments.

Aims: We have developed and validated a short form of an instrument for measuring students' perceptions of teachers' competencies to encourage students' reflective learning in small groups (the STERLinG).

Methods: Based on statistical and content criteria, the original 36-item STERLinG was reduced to 15 items: three scales with five items each.

Development of a student rating scale to evaluate teachers' competencies for facilitating reflective learning.

Context: teaching students in reflection calls for specific teacher competencies. We developed and validated a rating scale focusing on Student perceptions of their Teachers' competencies to Encourage Reflective Learning in small Groups (STERLinG).

Methods: we applied an iterative procedure to reduce an initial list of 241 items pertaining to teacher competencies to 47 items.

The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays.

Introduction: The development of professional behaviour is an important objective for students in Health Sciences, with reflective skills being a basic condition for this development. Literature describes a variety of methods giving students opportunities and encouragement for reflection. Although the literature states that learning and working together in peer meetings fosters reflection, these findings are based on experienced professionals.