Abstract
This paper reports on the use of learning logs for clinical teaching and learning in a university clinic. Students were encouraged to submit a written summary of their reflections after each clinical session for discussion at the subsequent session. Evaluation has shown that clinician-teachers and students value this approach because it facilitates clear goal-setting, promotes information exchange and provides opportunities for explicit focus on the student's learning needs. Although most students reported that completion of the learning log is time-consuming, the majority considered that this was balanced by the benefits, including opportunities for additional feedback and the ‘licence to ask questions'. The evaluation has also shown, however, that few students elected to use their learning logs in subsequent placements, particularly when these were undertaken away from the university clinic. Some possible reasons for this are explored.