Whilst much is debated about the importance of experiential learning in curriculum development, concept only becomes effective if it applied an appropriate way. We believe that this effectiveness directly related to a sound understanding theory, supporting learning. The purpose article introduce readers theories underpinning learning, which are then expanded further AMEE Guide, considers theoretical basis from social constructionist perspective and applies three stages medical education:...

The alleged medical education continuum is interrupted by a number of major transitions. After starting school, the first transition students encounter that from non-clinical to clinical training. second graduated student junior doctor or specialist trainee, and third concerns trainee's specialist. As step towards better understanding effects transitions, this paper provides critical overview how these transitions have been conceptualised in domain. findings are complemented with...

The guidelines offered in this paper aim to amalgamate the literature on formative feedback into practical Do's, Don'ts and Don't Knows for individual clinical supervisors institutions that support learning.The authors built consensus by an iterative process. Do's were proposed based authors' teaching experience awareness of literature, amalgamated set then refined all evidence was summarized each guideline. identified as being important questions international group educators which if...

In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods teaching assessment. Recently, educators advocated the use holistic, programmatic approach Besides maximum facilitation learning it should improve validity reliability measurements documentation development. We explored how, in curriculum, current theories assessment interacted...

Medical councils worldwide have outlined new standards for postgraduate medical education. This means that residency programmes will to integrate modern educational views into the clinical workplace. Postgraduate education is often characterised as a process of learning from experience. However, empirical evidence regarding processes residents in workplace lacking. qualitative study sought insight intricate how learn workplace.We carried out using focus groups. A grounded theory approach was...

Medical boards around the world face challenge of creating competency-based postgraduate training programs. Recent legislation requires that all medical programmes in The Netherlands be reformed. In this article Dutch Advisory Board for Postgraduate Curriculum Development shares some their experiences with guiding design specialist programs, based on Canadian Educational Directives Specialists (CanMEDS). All twenty-seven Specialty Societies take three steps designing a curriculum. First they...

Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence students' experiences such way that explanation terms of knowledge, skills, attitudes and single determinants instructiveness is unlikely to suffice. There also paucity research which, perspective other than the or descriptive one, investigates student general practice settings, are often characterised as powerful...

WHERE DO WE STAND NOW?: In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we made tremendous progress in research fostering 'self-directed and independent study' as propagated this declaration, of which one prime example is carried out problem-based learning. However, a large portion medical education happens outside classrooms, authentic clinical contexts. Therefore, article discusses recent developments regarding active learning contexts.Clinical...

Purpose The literature on feedback in clinical medical education has predominantly treated trainees as passive recipients. Past research focused how supervisors can use to improve a trainee's performance. On the basis of social and organizational psychology, authors reconceptualized residents active seekers feedback. They investigated what individual situational variables influence residents' feedback-seeking behavior night shifts. Method Early 2008, sent obstetrics–gynecology...

Why and how do students seek feedback on their performance in the clinical workplace which factors influence this? These questions have remained largely unanswered research into learning during clerkships. Research has focused mainly providers. Whether recipients actively are under-examined issues. organisational psychology proposed a mechanism whereby seeking is influenced by motives goal orientation mediated perceived costs benefits of feedback. Building recently published model resident...

Measurement of learning climates can serve as an indicator a department's educational functioning.This article describes the development and psychometric qualities instrument to measure in postgraduate specialist training: Dutch Residency Educational Climate Test (D-RECT).A preliminary questionnaire was evaluated modified Delphi procedure. Simultaneously, all residents Netherlands were invited fill out questionnaire. We used exploratory factor analysis analyze outcomes construct definitive...

Objectives Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they expected self-regulate their learning, which often turns out difficult. Students’ self-regulated is an interactive process between person and context, making a supportive context imperative. From socio-cultural perspective, takes place social practice, therefore teachers other hospital staff present vital for students’ given context. Therefore, this...

Context The tensions that emerge between the universal and local in a global world require continuous negotiation. However, medical education, standardization contextual diversity tend to operate as separate philosophies, with little attention interplay them. Methods authors synthesise literature related intersections resulting education. In doing so, analyze these competing concepts two domains of education (admissions competency‐based education), provide concrete examples drawn from...

Abstract Introduction Identity threats, such as stereotype threat and microaggressions, impair learning erode well‐being. In contrast to identity threat, less is known about how learners experience feelings of safety regarding their identity. This exploratory study aims develop a theory in the clinical environment. Methods multi‐institutional, qualitative interview was informed by constructivist grounded critical pedagogy. Participants were students at three public medical schools United...

At present, competency-based, outcome-focused training is gradually replacing more traditional master-apprentice teaching in postgraduate training. This change requires a different approach to the assessment of clinical competence, especially given decisions that must be made about level independence allowed trainees.This study was set within obstetrics and gynaecology Netherlands. We carried out seven focus group discussions, four with trainees from programmes three supervisors programmes....

There is a paucity of research into the processes surrounding transition from residency to position attending physician. This report retrospectively investigates question: Are physicians adequately prepared and trained perform tasks duties their new position? study aimed at formulating conceptual framework that captures applicable beyond discipline- or location-specific boundaries.Individual semistructured interviews were conducted analyzed using qualitative, grounded theory approach....

The differences of learning experiences in the workplace put challenges on assessment: assessment programme should be aligned with general competency framework curriculum and also fit to contexts workplace. We used van der Vleuten's programmatic model develop a workplace-based for final year clerkships. aimed design that stimulates learning, supports decision, is feasible non-bureaucratic. first show students think has high value sufficiently robust. Many commonly reported weaknesses...

Changing demands from society and the veterinary profession call for medical curricula that can deliver veterinarians who are able to integrate specific generic competencies in their professional practice. This requires educational innovation directed by an integrative competency framework guide curriculum development. Given paucity of relevant information literature, a qualitative multi-method study was conducted develop validate such framework. A developed based on analysis focus group...

Reforms in postgraduate medical education (PGME) exposed a gap between educational theory and clinical practice. Entrustable Professional Activities (EPAs) were introduced to assist clinicians bridging this create better consonance the intended enacted curriculum. In viewpoint paper, we discuss potential pitfalls of using EPAs PGME. promise an effective way teaching abstract competencies curriculum based on real-life professional activities that are suitable for assessment. Summative...

The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development SRL skills proven difficult because self-regulation is a complex interactive process we know relatively little about factors influencing this in real practice settings. aim our study was therefore to identify that support or hamper students' clinical context.We conducted constructivist grounded theory using semi-structured interviews...