In medical education, we rely on various forms of reflection to help learners coalesce learning, build skills, and develop expertise. During residency, physicians must develop a reflective practice to connect with patients effectively, to become lifelong learners, and to adapt to a rapidly changing profession. Although vital, reflective practice does not develop automatically, and there is wide variability in the reflective capacity of medical learners by the time they reach residency training. Thankfully, learning theory and practical experience can guide us toward activities that will support the growth of reflective practice for a variety of learners. Through well-placed experiential learning, residents develop reflective practice with skillful scaffolding by faculty. During this talk, we’ll review learning theory behind reflection. We’ll also identify common objectives of reflective practice that can help guide selection of activities and prompts to invite learners to engage more readily. We’ll use experiential learning, discussion and a sampling of reflective practice to engage our participants. By the end of this talk, we expect participants will develop their own ideas for supporting reflection.