Learning outcomes, reflection, cognitive capacity reserve and learning-centred authentic assessment

Traditional didactic teaching / assessment creates a disconnect between theory and application. This has given way to more integrated, flexible student-centred approaches which relies on self-directed learning, however, the provision of resources alone does not provide encouragement for students to develop requisite knowledge and skills. Moreover, knowledge and skills are a fraction of the learning outcomes; the powerful learning of the hidden curriculum is perhaps the greater preparation for the real world post-graduation. Here we explore the use of continuing professional development style reflection to enhance learning, create cognitive capacity reserve and produce a learning-centred environment supported by authentic assessment.