Table 3. Suggested solutions for fostering reflexivity in GP training

Suggested solutions to foster reflexivity	Opportunities	Drawbacks
Encouraging reflexive conversations	Tutorials and role play Adapting the case-based discussion to encourage critical self-examination	Learners may be vulnerable and exposed if educators not reflexive in response Concerns around privacy and security, for example, notes of conversation
Embedding reflexivity into new educator training	Introduce modules on reflexivity into new educator courses	May result in superficial reflexivity
Developing reflexivity in existing educators	Using trainer groups Workshops in training programme director and educator conferences	Educator cynicism and burnout
Encouraging more group work	Established technique Can be integrated into existing VTS sessions	Needs expert facilitation to encourage reflexive thinking Needs protected time Not valued by learners
Identifying mentors	Highly valued by vulnerable learners Informal mentoring already takes place	Costs involved identifying, recruiting, training, and renumerating mentors Ensuring everyone has access
Creative or artistic projects	Collaborating with artists, actors, musicians, and so on	Scepticism from learners Educators maybe reluctant to lead sessions
Using AI	Using AI to improve reflective writing Using AI to pose questions to explore critical self-examination	Concerns regarding inauthenticity Concerns regarding privacy and data security
Voice notes	Quick, easy, authentic Can be uploaded into the eportfolio	Needs transcription (but AI should help with this task)

AI = artificial intelligence. CBD = case-based discussion. VTS = Vocational Training Scheme. TPD = Training Programme Director