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Medical Education

  • Tim DornanEmail author
  • Pim W. Teunissen
Chapter
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

Educating the next generation of doctors is closely linked with caring for patients. Everyone learns to be a doctor in and through practice, and it is a basic professional duty of every doctor to help others learn to be doctors. This chapter defines what attributes of medicine shape its contribution to the wider scholarship of practice-based learning. It identifies tensions: Is medical practice applied science, or is it a practice that is informed by science? Is it just biomedical science that is relevant or do behavioural and social sciences contribute? Can art, music, literature, language study or other fields of study usefully contribute to making doctors? We describe admission to medicine, preparation for practice, practice-based learning, and continued learning in practice in ways that might give useful insights to other walks of life. The conceptual landscape of medical practice-based learning is broadening from one dominated by psychology to one that derives valuable insights from sociocultural theory. Both conceptual orientations have much to say about what many now regard as the central feature of medical education: Identity development. It is not a smooth incremental process so much as one in which transitions along a trajectory of identity development alternate with periods of identity consolidatation. We offer two models developed through our own research that conceptualise medical practice-based learning in its basic and post-basic stages. Medicine’s contribution, we conclude, is to show how the expertise of seasoned professionals can be made accessible to novices in a scholarly way under the conditions of twenty-first-century society.

Keywords

Workplace learning Practice-based learning Clerkship Residency Transition Identity 

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Educational Development and ResearchMaastricht UniversityMaastrichtThe Netherlands
  2. 2.Department of Obstetrics and GynaecologyVU University Medical CentreAmsterdamThe Netherlands

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