To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers' perceptions of introducing a reflective writing exercise to an undergraduate curriculum.

Background: Introducing reflective writing to a medical curriculum requires the acceptance and participation of teachers. The purpose of this study was to explore medical teachers' views on the benefits of introducing a reflective writing exercise into an undergraduate medical curriculum, including their levels of satisfaction and their concerns. We also investigated effects on the teachers' personal and professional development arising from their roles as novice facilitators.

Reliability and validity of a Thai version of the General Practice Assessment Questionnaire (GPAQ).

Background: The Assessment Questionnaire (GPAQ) is a questionnaire for patients to evaluate primary care in a number of key areas ranging from the access to care, the helpfulness of receptionists, the continuity of care, the doctors'communication skills, the patient's knowledge of self the General Practice care plans after consultation, and overall satisfaction. All questions can be calculated as a GPAQ score allowing services to be analysed, developed, and improved.

Objective: The General Practice Assessment Questionnaire (GPAQ) was developed in the United Kingdom to evaluate the quality of general practice (i.