摘要：Background: Reflective writing enhances personal and professional development. It is essential for the teachers to
be familiar with the students’ perceptions to improve the students’ learning. Our aim was to deepen the
understanding of the medical students’ perceptions of the studies and the coming profession.
Methods: Our theoretical perspective is constructivist, based upon the relativist view that individuals construct
realities to understand and navigate the world. Constructivist methodologies are hermeneutic, with the focus on
understanding rather than explaining. Thirty-five written reflections were collected in the first and fifth semesters at
Lund University Medical School, Sweden. We used a thematic analysis, close to editing style analysis, inspired by K
Malterud, who has modified Giorgi’s phenomenological method.
Results: For first-semester students the focus is on studies and methods to structure them. The fifth semester is
permeated by strategies for achieving a sense of ‘good enough’, qualities of a good doctor and applicability. Clinical
placement as a motivating element is important for both semesters.
Conclusions: A sense of ‘good enough’ is crucial for students to get by. Reflective writing can illuminate the
strategies for achieving this. Clinical placement is vital for motivation.
