How to connect classroom and workplace learning

Peters, Sanne; Clarebout, Geraldine; Nuland, Marc Van; Aertgeerts, Bert; Roex, Ann

doi:10.1111/tct.12697

Cited by 8 publications

(7 citation statements)

References 17 publications

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“…Transfer research emphasizes that transfer is not a simple “store and retrieve process” but involves active interpreting, modifying, and reconstructing the competences to be transferred [12]. To help students better understand how classroom-acquired competences are transformed into clinical decisions for a particular patient, feedback from the supervisor is essential [24,26]. Some participants mentioned that the feedback sheet stimulated their supervisors to give better feedback.…”

Section: Discussionmentioning

confidence: 99%

“…If possible, this feedback followed immediately after the consultation or at the end of the day. Given that the variability of feedback from various supervisors may influence the research findings of the learning aids, it was aimed to standardize the feedback with a feedback sheet, which was provided to all supervisors (see Multimedia Appendix 1) [26]. This feedback sheet contained a definition of feedback and questions that could facilitate the feedback process.…”

Section: Methodsmentioning

confidence: 99%

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Supporting Students With Electronic Health Record–Embedded Learning Aids: A Mixed-Methods Study

et al. 2019

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Background Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood. Objective This study aims to investigate the added value of learning aids in making the connection and enhancing the transfer of learning between medical school and workplace-based learning. Methods First-year students in postgraduate general practice training participated in a mixed-methods study. Within a quasi-experimental design, two conditions were investigated: (1) students having access to electronic health record (EHR)–embedded learning aids and feedback and (2) students only receiving feedback. Semistructured interviews were conducted and analyzed according to the thematic analysis approach. Results Forty-four students participated in this study. No significant difference was found between the two conditions ( t 42 =–0.511, P =.61, 95% CI –4.86 to 2.90). Nevertheless, students used the aids frequently and found them useful. Given that the aids were familiar to students and contained practice-based instructions in an easily accessible format, they were perceived as feasible to use during workplace-based learning. They also appeared to stimulate transfer of learning, self-confidence, reflection, and interaction between student and supervisor. Conclusions Access to EHR-embedded learning aids offers additional support during, but also before and after, patient encounters. The aids can be easily implemented into workplace-based learning.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Supporting Students With Electronic Health Record–Embedded Learning Aids: A Mixed-Methods Study

et al. 2019

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“…Following this line of reasoning, simulation-enhanced education would be a more appropriate term than simulation-based education. Moreover, transfer is much more likely when combining simulations with workplace tasks, such as observations, debriefing participation, or guided practice with support from peers or supervisors [21,43]. This combination of workplace learning and simulation promotes transfer learning from simulations to the workplace and helps learners bring relevant work experiences to simulations.…”

Section: Recommendation 3: Embed Sbe In More Comprehensive Programsmentioning

confidence: 99%

Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer

et al. 2023

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Background Healthcare simulation education often aims to promote transfer of learning: the application of knowledge, skills, and attitudes acquired during simulations to new situations in the workplace. Although achieving transfer is challenging, existing theories and models can provide guidance. Recommendations This paper provides five general recommendations to design simulations that foster transfer: (1) emphasize whole-task practice, (2) consider a cognitive task analysis, (3) embed simulations within more comprehensive programs, (4) strategically combine and align simulation formats, and (5) optimize cognitive load. We illustrate the application of these five recommendations with a blueprint for an educational program focusing on simulation activities. Conclusions More evidence-informed approaches to healthcare simulation might require a paradigm shift. We must accept that a limited number of simulations is not enough to develop complex skills. It requires comprehensive programs that combine simulation sessions with workplace learning.

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“…The teaching approach lacks a proper structure and may prove to be extremely difficult for learners who need a structured approach towards their learning. In addition, as students grade themselves on their own, the overall gradation might significantly vary from the expected standards (Peters et al, 2017;Dornan, 2012;Gillespie et al, 2021).…”

Section: Potential Challenges and Critiquementioning

confidence: 99%

Scope and Application of Learning Theories in the Delivery of Medical Education

Shrivastava¹,

Shrivastava

2022

SE Asian Jnl Med Educ

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Learning is a complex process and refers to the acquisition of new knowledge, comprehension, skills, attitude, behaviors, values, and preferences. Learning theories have been proposed to explain how students receive, process, and retain knowledge. These theories differ from each other based on the underlying principles. Being medical educators, we should have an understanding of each of the learning theories, so that instead of taking sides with one specific theory, we should be broad enough in our vision to accept and employ them based on the nature of the educational experience. To conclude, it is vital that medical teachers should be aware of how students learn, and this aspect can be understood by knowing about different learning theories. Further, we must understand that there is an overlap between educational theories and they complement each other, and thus we should not consider them in isolation.

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How to connect classroom and workplace learning

Cited by 8 publications

References 17 publications

Supporting Students With Electronic Health Record–Embedded Learning Aids: A Mixed-Methods Study

Supporting Students With Electronic Health Record–Embedded Learning Aids: A Mixed-Methods Study

Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer

Scope and Application of Learning Theories in the Delivery of Medical Education

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