The concept of experiential learning and John Dewey's theory of reflective thought and action

Miettinen, Reijo

doi:10.1080/026013700293458

Cited by 435 publications

(305 citation statements)

References 5 publications

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“…However, Seaman (2008) contended that Kolb's interpretation of Dewey's work was incorrect and the mere concept of an immediate, concrete experience is not epistemologically sound, meaning that Kolb's model narrowed "experiencing and learning" to one concrete experience rather than a continuum of events. Miettinen (2000) concluded that Kolb did not illustrate that empirical thinking based on action has its limitations including:…”

Section: Kolb's Model Of Experiential Learning and Its Relation To Rementioning

confidence: 99%

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Juve¹,

Katrina²

2000

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The science and technology of medicine is evolving and changing at a fast pace.With these rapid advances, it is paramount that physicians maintain a level of medical knowledge that is current and relevant to their practice in order to address the challenges of patient care and safety. One way physicians can maintain a level of medical knowledge that is current and relevant to their practice is through self-directed, lifelong learning, however little is known about how to develop these traits during clinical training. Schön (1983Schön ( , 1987 theorized that one way learners can become self-directed, lifelong learners is through reflective practice.This study utilized an experimental design and employed quantitative methods to investigate the effects of a reflective practice exercise, based on Gibbs' (1988) model of reflection, on readiness for self-directed learning as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale/Learning Preference Assessment (SDLRS/LPA).A total of 51 anesthesiology residents training in three residency programs in the United States participated in this study. A follow-up survey was administered to all study participants to determine if participation in the reflective exercises affected future engagement in or attitudes about reflective practice.While the data analysis showed that participation in reflective practice did not affect readiness for self-directed learning in these study participants, this study has implications for medical education. Responses to the follow-up survey indicated that participants plan to engage in reflective practice in the future and that participating in Thank you for inspiring me, encouraging me and helping me to be the person I am today.

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Section: Kolb's Model Of Experiential Learning and Its Relation To Rementioning

confidence: 99%

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Juve¹,

Katrina²

2000

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“…Experiential learning provides avenues of growth and knowledge through: Exposure to concrete experiences (study abroad experience), observing and reflecting (journal entries), formation of abstract concepts and generalizations about the experiences (attitude change) and then testing the implications of new concepts in new situations (clinical experiences, group discussions). Measuring how students apply knowledge may be seen in the use of care plans or demonstrations for example in practice/clinical activities (Miettinen, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Experiential Learning: An Undergraduate Nursing Study Abroad Program to Costa Rica

Roller¹,

Ballestas²

2015

OJCCNH.org

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“…The benefit of experiential learning has its origins in the works of David Kolb. 12 His theory of experiential learning explains how adult learners use educational experiences to develop and retain knowledge. In essence, his model starts with concrete experiences; progresses to observations and reflections of those experiences by students and faculty, then students develop new models of reasoning.…”

Section: Resultsmentioning

confidence: 99%

A Preclinical Course to Develop Clinical Reasoning Skills of First-year Medical Students

Johns¹,

Christensen²

2018

JRMC

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Background and Objectives: Clinical reasoning is developed sometime during medical school training. When and how this knowledge is attained is less clear. This study looks at clinical reasoning development after initiation of a rural experiential course for first-year medical students at the University of Minnesota Medical School, Duluth (regional) Campus. Methods: The Rural Medical Scholars Program course (RMSP) was developed to create a longitudinal rural family medicine experience for first and second-year students at the University of Minnesota Medical School Duluth. Sixtythree first year medical students participated in this required course and their clinical reasoning levels were measured using the Diagnostic Thinking Inventory (DTI). The DTI was given to the medical students after one year of participation in the RMSP course. A previous cohort before the RMSP course was developed was used as a control. A literature search was used for comparison to other schools that measured the DTI in their students. Results: Student diagnostic thinking performance as measured by the DTI after one year of the Rural Medical Scholars Program course significantly increased when compared to a previous cohort of first-year students who did not take the RMSP course. When compared to previously published DTI data, students after one year of RMSP had clinical reasoning levels of second through fourth-year students from other schools. Conclusions: The addition of a rural experiential course with family medicine preceptors significantly increased clinical reasoning levels of first-year medical students.

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The concept of experiential learning and John Dewey's theory of reflective thought and action

Cited by 435 publications

References 5 publications

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Experiential Learning: An Undergraduate Nursing Study Abroad Program to Costa Rica

A Preclinical Course to Develop Clinical Reasoning Skills of First-year Medical Students

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