Text and context: involving faculty panelists as models for reflection in a film-based narrative reflective practice module in undergraduate medical education

In this paper, the authors reflect on their experience of engaging faculty members as members of reflective panels following the screening of films used as part of a longitudinal narrative reflective practice module in the pre-clinical, Patient-Centred Care course in first and second year at the University of Alberta. Having experienced both highly reflective and more didactic panelist approaches over the course of several years' experience, the authors wonder about what medical students may be 'reading between the lines' when they experience curricula that is not always consistent with stated curriculum aims and intentions. The authors suggest the value of closely considering both the texts and contexts that comprise medical education, particularly in relation to how these may shape medical student socialization into the profession of medicine.