Medical students’ reactions to an experience-based learning model of clinical education

Perspectives on Medical Education

Volumn 2, Issue 2, 2013, Pages 58-71

  Hay, Alexandra ^a   Smithson, Sarah ^b   Mann, Karen ^c   Dornan, Tim ^d  

^a North West Deanery   (United Kingdom)

^b UNIVERSITY OF MANCHESTER   (United Kingdom)

^c DALHOUSIE UNIVERSITY   (Canada)

^d MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Clerkship education; Experience based learning; Qualitative analysis

Indexed keywords

EID: 84911973018     PISSN: 22122761     EISSN: 2212277X     Source Type: Journal    
DOI: 10.1007/s40037-013-0061-4     Document Type: Article

References (34)

1. Cooke M, Irby DM, O’Brien BC. Educating physicians: a call for reform of medical school and residency. San Francisco: Jossey Bass; 2010.
2. Morris C, Blaney D. Work-based learning, Chapter 5. In: Swanwick T, editor. Understanding medical education: evidence, theory and practice. Oxford: Wiley-Blackwell; 2010.
3. General Medical Council. Tomorrow’s doctors. 3rd ed. London: General Medical Council; 2009.
4. Frank JR, Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007;29:642–7.
5. Frank JR, Snell LS, ten Cate O, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32:638–45.
6. Holmboe E, Ginsburg S, Bernabeo E. The rotational approach to medical education: time to confront our assumptions? Med Educ. 2011;45:69–80.
7. Bleakley A. Broadening conceptions of learning in medical education: the message from team working. Med Educ. 2006;40:150–7.
8. Swanwick T. Informal learning in postgraduate medical education: from cognitivism to ‘culturism’. Med Educ. 2005;39:859–65.
9. Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1991.
10. Wenger E. Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press; 1998.
11. Mann K. Theoretical perspectives and pedagogy: past experience and future possibilities. Med Educ. 2011;45:60–8.
12. Eraut M. How researching learning at work can lead to tools for enhancing learning. In: Mallock M, Cairns L, Evans K, O’Connor BN, editors. The Sage handbook of workplace learning. London: Sage; 2011. p. 181–97.
13. Billett S. Toward a workplace pedagogy: guidance, participation, and engagement. Adult Educ Q. 2002;53:27–43.
14. Spencer J. Learning and teaching in the clinical environment. In: Cantillon P, Wood D, editors. ABC of learning and teaching in medicine. Oxford: Wiley-Blackwell; 2010. p. 25–8.
15. White CB, Gruppen LD. Self-regulated learning in medical education, Chapter 9. In: Swanwick T, editor. Understanding medical education: evidence, theory and practice. Oxford: Wiley-Blackwell; 2010.
16. Monrouxe LV. Identity, identification and medical education: why should we care? Med Educ. 2010;44:40–9.
17. Dornan T, Mann K, Scherpbier A, Spencer J. Introduction. In: Dornan T, Mann K, Scherpbier A, Spencer J, editors. Medical education: theory and practice. Edinburgh: Churchill-Livingstone; 2010.
18. Dornan T, Boshuizen H, King N, et al. Experience-based learning: a model linking the processes and outcomes of medical students’ workplace learning. Med Educ. 2007;41:84–91.
19. Dornan T, Scherpbier A, Boshuizen H. Supporting medical students’ workplace learning: experience-based learning (ExBL). Clin Teach. 2009;6:167–71.
20. Dornan T, Muijtjens A, Graham J, Scherpbier A. Manchester clinical placement index (MCPI). Conditions for medical students’ learning in hospital and community placements. Adv Health Sci Educ Theory Pract. 2011; (Epub ahead of print).
21. McNaughton N. Discourses of emotion within medical education: the ever-present absence. Med Educ. 2013;47:71–9.
22. Charmaz K. Premises, principles, and practices in qualitative research: revisiting the foundations. Qual Health Res. 2004;14:976–93.
23. Illeris K. Workplace learning and learning theory. J Workplace Learn. 2003;15:167–78.
24. Wilkerson L, Doyle L. Developing teachers and developing learners, Chapter 19. In: Dornan T, Mann K, Scherpbier A, Spencer J, editors. Medical education: theory and practice. Edinburgh: Churchill-Livingstone; 2011.
25. Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 2006;28:497–526.
26. Murdoch-Eaton D, Whittle S. Generic skills in medical education: developing the tools for successful lifelong learning. Med Educ. 2012;46:120–8.
27. Dornan T, Tan N, Boshuizen H, et al. Experience-based learning (ExBL). Realist synthesis of the conditions, processes, and outcomes of medical students’ workplace learning (In revision).
28. Dornan T, Hadfield J, Brown M, Bohuizen H, Scherpbier A. How can medical students’ learn in a self-directed way in the clinical environment? Design-based research. Med Educ. 2005;39:356–64.
29. Leung GM, Johnston JM, Tin KYK, et al. Randomised controlled trial of clinical decision support tools to improve learning of evidence based medicine in medical students. BMJ. 2003;327:1090–3.
30. Greenberg LW. Medical students’ perceptions of feedback in a busy ambulatory setting: a descriptive study using a clinical encounter card. South Med J. 2004;97:174–8.
31. Coates WC, Gendy MS, Gill AM. Emergency medicine subinternship: can we provide a standard clinical experience? Acad Emerg Med. 2003;10:1138–41.
32. Penn MA, Smucker W, Logue E. Functional and attitudinal outcomes of teaching functional assessment to medical students. Educ Gerontol. 2001;27:361–72.
33. Shah MN, Heppard B, Medina-Walpole A, Clark NS, McCann R. Emergency medicine management of the geriatric patient: an educational program for medical students. J Am Geriatr Soc. 2005;53:141–5.
34. Ponzer S, Hylin U, Kusoffsky A, et al. Interprofessional training in the context of clinical practice: goals and students’ perceptions on clinical education wards. Med Educ. 2004;38:727–36.