The role of reflexivity in exploring exclusion in GP training: a qualitative study of GP educators

This study indicates GP educators are not familiar with the concept of reflexivity but are keen to consider how it could impact their learners. Moreover, the research demonstrated how issues of diversity, inclusion, and exclusion are brought to light through reflexive practice, and how this affects international medical graduate (IMG) learners. The participants identified a lack of organisational reflexivity as an important factor affecting inclusion and differential attainment, and it was suggested there was an 'inverse education law'. The educators called for more diverse leadership, less tokenistic reflection, and more reflexive and creative learning tools to address the findings of this study.