Teaching and Learning in the Clinical Environment: Theories, Practice, and Pedagogical Insights
DOI:
https://doi.org/10.69524/Keywords:
Clinical learning environment, learning theories, curriculum models, Clinical skills, learning objectivesAbstract
Clinical skills remain the bedrock of medical and health professions education. Developing these skills and competencies requires a systematic approach grounded in various theories, principles, and models. This article outlines multiple models that guide the development of curricula, supporting the progression from basic to advanced competencies. These frameworks help define learning objectives at different stages of clinical skill development. Learning theories, in contrast, explain how these skills are acquired. The behaviourist approach stresses the importance of feedback, allowing students to understand their strengths and areas for improvement. Effective feedback helps learners gauge their current performance and identify steps to reach expected levels. The cognitivist approach highlights the role of mental processes—such as attention, concentration, and memory—in promoting active participation. Teaching methods should foster critical thinking and clinical reasoning, ensuring full engagement from all students. Social learning theory on-the-other-hand points to the significance of observation and role modelling, while constructivism emphasizes the importance of prior experiences and reflective thinking. Rather than being treated as "blank slates," learners should be seen as individuals with existing knowledge to build upon. By understanding the theories and models underlying clinical skills acquisition, educators can better optimize teaching and learning opportunities.
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