When I think of this text I want it to serve a multiplicity of purposes.  I want it to be an an accurate, valid, relevant and reliable representation of 'what happened' during a student's clinical experience.  But I want more.

I want it to provide a framework for an educational process that is not simply an inconvenient add on to the busy lives of clinicians who must juggle and prioritise competing demands.  I actually want it to support the clinical environment by providing a service which enhances what I want to call something like 'the collective intelligence' of a community of professionals who together must provide the accurate, valid, relevant and reliable rationales for judgements, decisions and actions.  In this way, I make no real distinction between processes of assessment, education and the assurance of quality caring.  If there is a distinction to be made it is the distinction of looking at only one facet of a diamond at a time.  But the quality of the diamond does not exist without its facets shining flawlessly.