Maximising the clinical learning of junior doctors: applying educational theory to practice.
Effective learning in the workplace emphasises the importance of participation in the social context and activities of that workplace. A model has previously been developed that sets out the elements of positive and participatory learning environments. The introduction of an attachment in the Emergency Department for newly graduated doctors provided an opportunity to (1) identify and implement the relevant elements from the theoretical model; (2) develop an evaluation plan in order to guide and monitor the intervention. The lessons learned from converting a theoretical model into practice and the use of quality management processes for implementation, monitoring, and evaluation are discussed.
Sheehan
Dale
D
University of Canterbury, and Medical Education and Training Unit, Canterbury District Health Board, New Zealand. dale.sheehan@cdhb.govt.nz
Wilkinson
Tim J
TJ
D004635:Emergency Medicine / Q000193:education*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D017145:Models, Educational; D009520:New Zealand; D018794:Problem-Based Learning / Q000379:methods