Learning to Work Together Through Talk: Continuing Professional Development in Medicine

  • Walter EppichEmail author
  • Jan-Joost Rethans
  • Pim W. Teunissen
  • Tim Dornan
Part of the Professional and Practice-based Learning book series (PPBL, volume 16)


This chapter highlights the essential role of discourse in learning and the development of physicians’ professional identity. Shared understanding and co-construction of clinical experiences—and learning—are mediated through talk. We argue how contemporary continuing professional development focuses on knowledge acquisition that is divorced from authentic clinical practice. We provide examples of structures that strengthen collective learning processes and steer the discourse of practice in ways that promote learning. Patient focused-quality improvement projects and simulations aligned to workplace needs could meet the requirement for continuous professional development to be both measurable and linked to authentic practice. Future work could usefully further explore how steering the talk of practice can promote learning.


Professional Identity Continue Professional Development Healthcare Team Learning Workplace Medical Trainee 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Walter Eppich
    • 1
    • 2
    Email author
  • Jan-Joost Rethans
    • 3
  • Pim W. Teunissen
    • 3
    • 4
  • Tim Dornan
    • 3
    • 5
  1. 1.Northwestern University Feinberg School of MedicineChicagoUSA
  2. 2.Ann & Robert H. Lurie Children’s Hospital of ChicagoChicagoUSA
  3. 3.School of Health Professions Education (SHE)Maastricht UniversityMaastrichtThe Netherlands
  4. 4.Department of Obstetrics and GynecologyVU University Medical CenterAmsterdamThe Netherlands
  5. 5.Queens University BelfastBelfastUK

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