While we have used the provocation and response format previously, we will now introduce another way to spark critical reflection called pause and contemplate.

Genuinely valuing lived experience can support a dialogic learning environment. However, doing so while teaching the bioscientific research bases of health issues and needs can potentially be challenging.

• How might you go about working to value the knowledge, experience, and contributions of all learners, within the context of health professions education, while also valuing bioscientific knowledge and evidence?
• What challenges might you encounter, and how might you handle them?

Use the above prompts to think with a group (ideally) or reflect on your own.