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Abdullah Omer, A. A. (2020). The Importance of Theory to Inform Practice – Theorizing the Current Trends of Clinical Teaching: A Narrative Review. Sudan Journal of Medical Sciences (SJMS), 15(4), 383–398. https://doi.org/10.18502/sjms.v15i4.8161
https://doi.org/10.18502/sjms.v15i4.8161
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Ahmad AbdulAzeem Abdullah Omer
Ahmad AbdulAzeem Abdullah Omer
Department of Surgery, College of Medicine Prince Sattam Bin Abdul Aziz University
Published Date
- Dec 31, 2020
The Importance of Theory to Inform Practice – Theorizing the Current Trends of Clinical Teaching: A Narrative Review
Abstract
Clinical teaching lies at the heart of physicians’ training; however, it is often opportunistic, haphazard, and lacks a theoretical foundation. Medical education is a profession that requires robust scientific methods and an evidence-based approach driven by accountability and patient safety concerns in the healthcare provision nowadays. Learning theories are increasingly applied in the realm of medicine with implications to the quality of teaching and learning in the clinical environment and the professional growth of medical graduates. These theories elucidate the basic tenets ambient to the intricate process of learning and answer some basic questions of how people learn. Educational theories provide a myriad of benefits to the teaching and learning approaches in the clinical environment. It arms teachers with a repertoire of educational tools and sets out principles to justify their use and predict the conditions under which they may likely work. It enables clinicians to design their teaching based on well-developed objectives and robust methods for their evaluation. As such, learners’ capacity to achieve clinical competence is enhanced and their identity formation and other essential attributes of clinical expertise are potentiated. However, it has been reported that learning theories are neither well-articulated in clinical teaching nor educators and clinicians are formally trained on their application in the clinical context. Continuous professional development and faculty training about learning theories are essential to lift their capability to teach effectively in the clinical environment. This article revisited the main learning theories and discusses their application to enhance teaching and learning in the clinical context.
Key words: clinical teaching, educational perspectives, learning theories
References
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[26] Hutchinson, L. (2007). Teaching and learning in the clinical context. Retrieved from https://faculty.londondeanery.ac.uk/e-learning/assessing-educational-needs/Teaching_learning_in_clinical_context.pdf
[27] Skinner, C., Bamberg, H., Smith, E., et al. (1993). Cognitive cover, copy, and compare: subvocal responding to increase rates of accurate division responding. Remedial and Special Education, vol. 14, no. 1, pp. 49–56. https://doi.org/10.1177/074193259301400107
[28] AbdulAzeem, A. and Elnibras, M. (2017). The criteria of constructive feedback: the feedback that counts. Journal of Health Specialties, vol. 5, no. 1, pp. 45–48. https://doi.org/10.4103/2468-6360.198798
[29] Watling, C. and Lingard, L. (2012). Toward meaningful evaluation of medical trainees: the influence of participants’ perceptions of the process. Advances in Health Sciences Education, vol. 17, no. 2, pp. 183–194. doi:10.1007/s10459-010-9223-x
[30] Heeneman, S., Pool, A., Schuwirth, L., et al. (2015). The impact of programmatic assessment on student learning: theory versus practice. Medical Education, vol. 49, no. 5, pp. 487–498. doi:10.1111/medu.12645
[31] Collins. (2020). Collin’s English Dictionary. Retrieved from https://www.collinsdictionary.com/dictionary/english
[32] Merrienboer, J. and Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Medical Education, vol. 44, no. 1, pp. 85–93. doi:10.1111/j.1365-2923.2009.03498.x
[33] Cutrer, W., Sullivan, W., and Fleming, A. (2013). Educational strategies for improving clinical reasoning. Current Problems in Pediatric and Adolescent Health Care, vol. 43, no. 9, pp. 248–257. Retrieved from http://dx.doi.org/10.1016/J.cppeds.2013.07.005
[34] Lau, K. (2014). Computer-based teaching module design: principles derived from learning theories. Medical Education, vol. 48, no. 3, pp. 247–254. doi:10.1111/medu.12357
[35] Watling, C., Driessen, E., Vleuten, C., et al. (2012). Learning from clinical work: the roles of learning cues and credibility judgements. Medical Education, vol. 46, no. 2, pp. 192–200. doi:10.1111/j.1365-2923.2011.04126.x
[36] Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, vol. 14, no. 1, pp. 133–156. doi:10.1080/13639080020028747
[37] Gullo, C., Ha, T., and Cook, S. (2015). Twelve tips for facilitating team-based learning. Medical Teacher, vol. 37, no. 9, pp. 819–824. doi:10.3109/0142159X.2014.1001729
[38] Williams, B. (2005). Case-based learning—a review of the literature: is there scope for this educational paradigm in prehospital education? Emergency Medicine Journal, vol. 22, no. 8, pp. 577–581. doi:10.1136/emj.2004.022707
[39] Thistlethwaite, J. (2012). Interprofessional education: a review of context, learning and the research agenda. Medical Education, vol. 46, no. 1, pp. 58–70. doi:10.1111/j.1365-2923.2011.04143.x
[40] Zwarenstein, M., Reeves, S., and Perrier, L. (2005). Effectiveness of pre-licensure interprofessional education and post-licensure collaborative interventions. Journal of Interprofessional Care, vol. 19, Suppl 1, pp. 148–165. https://doi.org/10.1080/13561820500082800.
[41] Hartzell, J., Veerappan, G., Posley, K., et al. (2009). Resident run journal club: a model based on the adult learning theory. Medical Teacher, vol. 31, no. 4, pp. e156–e161. http://doi.org/10.1080/01421590802516723
[42] Horstmanshof, L. and Brownie, S. (2013). A scaffolded approach to discussion board use for formative assessment of academic writing skills. Assessment & Evaluation in Higher Education, vol. 38, no. 1, pp. 61–73. doi:10.1080/02602938.2011.604121
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