Cognitive-Behaviorism and Experientialism in Emergency Medicine Training: From Theory to Practice in a Teaching Hospital

Document Type : Mini Review

Author

Department of Emergency Medicine, Altnagelvin Hospital, Northern Ireland, UK

Abstract

Learning theories can be important in developing result-producing and sound teaching methods if not viewed as merely academic concepts in emergency medicine education. Several learning theories have been encountered and utilized in our emergency department (ED). Most times, learning can be self-directed, self-motivated, lifelong learning. However, the drawbacks of applying learning theories in our ED are that the teaching is not well-structured or systematic, the environment can be very challenging on busy days, and effective learning under such conditions can be limited. Despite the busy and tension-soaked environment in an ED, learning is still very possible for motivated trainees who understand the dynamics of learning and teaching theories. Understanding disease demands that trainees be knowledgeable, skillful, and capable of self-directed, lifelong learning.

Keywords

References

  1. Stenhouse L. An introduction to curriculum research and development. London: Heinemann; 1975:52-83
  2. Playdon ZJ, Goodsman D. Education or training: medicine’s learning agenda. BMJ. 1997;314(7085):983-984. doi:10.1136/bmj.314.7085.983a.
  3. Kolb DA. Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall; 1984.
  4. 12. Mcleod S. Kolb- Learning Styles 2017. Available at: https://www.simplypsychology.org/simplypsychology.org-Kolb-Learning-Styles.pdf. Accessed October 13, 2018.
  5. Kolb A, Kolb DA. Kolb’s Learning Styles. In: Seel NM, ed. Encyclopedia of the Sciences of Learning. Boston, MA: Springer US; 2012.
  6. Kolb A, Kolb DA. Experiential learning theory as a guide for experiential educators in higher education. ELTHE: A Journal for Engaged Educators. 2017;1(1):7-44.
  7. Bandura A. Social learning theory. Englewood Cliffs, NJ: Prentice- Hall; 1997.
  8. Bandura A. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall; 1986.
  9. Morris R, Neve H. Teaching and Learning Professionalism. In: Cantillon P, Wood DF, Yardley S, eds. ABC of Learning and Teaching in Medicine. 3rd ed. London: Wiley-Blackwell; 2018:91- 96.
  10. Irby DM. Clinical teaching and the clinical teacher. J Med Educ. 1986;61(9 Pt 2):35-45. doi:10.1097/00001888-198609000-00005.
  11. Wright SM, Carrese JA. Excellence in role modelling: insight and perspectives from the pros. CMAJ. 2002;167(6):638-643.
  12. Dornan T. Osler, Flexner, apprenticeship and ‘the new medical education’. J R Soc Med. 2005;98(3):91-95. doi:10.1258/jrsm.98.3.91.
International Journal of Medical Reviews
Volume 5, Issue 3
September 2018
Pages 87-89

Files

History

  • Receive Date: 30 May 2018
  • Revise Date: 17 July 2018
  • Accept Date: 25 July 2018
  • First Publish Date: 30 September 2018

Share

How to cite

Statistics