Cognitive apprenticeship in health sciences education: a qualitative review

Lyons, Kayley; McLaughlin, Jacqueline E.; Khanova, Julia; Roth, Mary T.

doi:10.1007/s10459-016-9707-4

Cited by 97 publications

(77 citation statements)

References 35 publications

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“…We integrated our findings into a gendered apprenticeship theory (see Figure ), which summarises the process by which gendered culture is transmitted to students within what appear to be male and female communities of practice. Our gendered apprenticeship theory draws upon the premises of the cognitive apprenticeship theory in which expertise is developed through modelling, coaching and scaffolding. Our findings suggest that students develop their expertise in clinical practice through experiences of modelling, coaching and scaffolding, which are gendered.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, we undertook this qualitative study with a constructivist ontology and an interpretivist epistemology. Our study was underpinned by a theoretical framework that we synthesised from the feminist and cognitive apprenticeship theories (see Table ). We synthesised this theoretical framework because feminist theory provides a lens to explore the sociocultural influences on gender, whereas cognitive apprenticeship theory encompasses how people learn by observing, imitating and modelling …”

Section: Introductionmentioning

confidence: 99%

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‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

et al. 2019

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Context Gender‐related inequality and disparity hinders efforts to develop a medical workforce that facilitates universal access to safe, just and equitable health care. Little is known about how medical students perceive the impact of their gender on their learning in clinical practice. Our aim in this study was to address this gap, establishing students’ perceptions of the impact of their gender on learning in the clinical context as part of the wider medical education community of practice. Methods We undertook a qualitative study that simultaneously gathered data through narrative individual interviews and online case reports from male and female students (n = 31) from different academic cohorts with prior experience of clinical practice in a Russell Group University medical school in the UK. Interviews were transcribed and analysed thematically alongside case report data. Results and discussion The participants revealed that there was a culture in clinical practice where their gender influenced how they were taught and supported by senior medical and surgical colleagues. Gender was also said to determine the clinical learning opportunities afforded to students, especially with regards to the care of patients of a different gender. The mentorship and support for learning provided to students in clinical practice was also said to be influenced by the medical student's gender. Conclusion Our findings suggest that students undergo a gendered clinical apprenticeship within what are in effect gendered communities of practice with some distinct features. These findings underscore the imperative for further work to establish how medical students of all genders can be supported to fulfil their potential in clinical practice.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

et al. 2019

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“…Due to its historical roots, cognitive apprenticeship has been most influential in laboratory or professional development contexts. The training and professional development of allied health professionals and students often use principles of cognitive apprenticeships (Lyons, McLaughlin, Khanova, & Roth, 2017). Similarly, cognitive apprenticeship principles are frequently used in the professional development of K-12 teachers (Davis, Parker, & Fogle, 2019;Marti & Vegas, 2018;Peters-Burton, Merz, Ramirez, & Saroughi, 2015), and faculty (Merritt et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

Computational apprenticeship: Cognitive apprenticeship for the digital era

Fennell¹,

Lyon²,

Madamanchi³

et al. 2019

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The conceptualization of Computational Thinking as a cross-cutting skill with relevance across disciplines has ushered in wide-ranging efforts to increase computational education in all facets of education. However, the majority of initiatives for integrated computing education have focused on K-12 settings, as has most education research around computational thinking. At the postsecondary level, computing education remains largely siloed within specific programming courses and has not been well-integrated throughout the STEM curriculum. Current instructional approaches often leave students poorly prepared to transfer their computing knowledge to solve new real-world problems. Additionally, there is limited education research into how best to develop computational thinking among postsecondary students. In fact, education research into computational thinking remains undertheorized and is often definitional in nature. Here, we integrate computational thinking with the educational psychology concept of adaptive expertise. Finally, we contextualize computational thinking within constructivist learning theories by introducing computational apprenticeship, an application of cognitive apprenticeship to computing. Computational apprenticeship provides a research and practice model for supporting the development of computational adaptive expertise.

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“…Le compagnonnage cognitif tend à rendre visibles les savoirs tacites des expertes à la résolution de problèmes authentiques de la pratique (Collins et al, 1991;Collins et al, 1989;Frenay et Bédard, 2004;Lyons, McLaughlin, Khanova, et Roth, 2016;Vanpee et al, 2010). Par cette démarche, il ne s'agit pas de proposer un mimétisme des activités cognitives engagées par les expertes, mais d'offrir un rapport dialogique aux savoirs infirmiers en processus d'élaboration : un étalage partagé des représentations mentales liées à une situation authentique de la pratique (Deschênes et Goudreau, 2017).…”

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