Experiential learning – a systematic review and revision of Kolb’s model

PurposeThis study evaluates the effectiveness of integrating case-based mind maps and reflective journals within Kolb’s experiential learning framework in advanced nursing education.MethodsAn ex post facto design compared 2023 (control group, n = 46) and 2024 (experimental group, n = 57) cohorts of nursing master’s students. The experimental group received a Kolb-based intervention comprising: case analysis (concrete experience), reflective journals (reflective observation), mind maps (abstract conceptualization), and peer-led simulations (active experimentation). Outcomes were assessed using the Self-Directed Learning Instrument for Nursing Students (SDLINS), Critical Thinking Disposition Inventory (CTDI-CV), and a teaching satisfaction questionnaire.ResultsThe experimental group demonstrated significantly higher final assessment scores (96.54 ± 1.43 vs. 93.07 ± 1.62, p < 0.001), superior self-directed learning abilities (69.09 ± 7.56 vs. 55.63 ± 7.68, p < 0.001), and enhanced critical thinking skills (288.05 ± 12.41 vs. 260.13 ± 12.02, p < 0.001). All subdomains of these measures showed significant improvements (p < 0.05). Teaching satisfaction was markedly higher in the experimental group across all dimensions (p < 0.001), with particular strengths noted in teaching attitude (18.09 ± 2.68 vs. 11.35 ± 2.09) and classroom teaching (23.02 ± 3.59 vs. 17.83 ± 2.70).ConclusionThe systematic implementation of Kolb’s experiential learning cycle through case-based mind mapping and reflective journaling can facilitate the development of master’s nursing students’ competency in clinical advanced health assessment. This pedagogical approach effectively connects theoretical knowledge and clinical practice while fostering students’ critical thinking and self-directed learning skills.

PurposeFailure plays a pivotal role in entrepreneurial learning. Knowledge of the learning process that enables an entrepreneur to re-emerge stronger after a failure, though considerable, is fragmented. This paper systematically collects relevant literature, assigns it to the stages of the experiential learning process (concrete experience, reflective observation, abstract conceptualization, active experimentation; Kolb, 1984), evaluates the research coverage of each stage and identifies promising avenues for future research.Design/methodology/approachThis systematic literature review follows the guidelines articulated by Short (2009) and Tranfield et al. (2003), using Web of Science and EBSCO as primary data sources. Kolb’s (1984) experiential learning theory provides a basis for organizing the identified material into a framework of entrepreneurial learning from failure.FindingsThe literature provides insights on all stages of the process of entrepreneurial learning from failure. Particularly well elaborated are the nature of failure and its triggering effect for reflection, the factors influencing reflection, the contents of the resulting learning and their application in entrepreneurial re-emergence. Other topics remain under-researched, including alternative modes of recovery, the impact of personal attributes upon reflection, the cognitive processes underlying reflection, the transformation of failure-based observations into logically sound concepts and the application of this learning in non-entrepreneurial contexts.Originality/valueThis review provides the most complete overview of research into the process of entrepreneurial learning from failure. The systematic, theory-based mapping of this literature takes stock of current knowledge and proposes areas for future research.

Introduction: Recent reforms in undergraduate pharmacy education [1] mandate increased clinical exposure in primary care to support the development of prescribing competencies and consultation skills. However, capacity constraints in community care, driven by workforce shortages and service pressures challenge traditional placement models [2]. Observed simulation-based education offers a scalable and innovative solution. This pilot project explored the design and implementation of a virtual clinical experience (VCE) for third-year pharmacy students, using simulation to deliver standardised, high-fidelity, experiential learning. The aim was to implement and evaluate a hybrid simulation model that addresses placement shortages, reduces clinician burden, enhances student engagement, and supports interprofessional education. Methods: Seventy-four third-year pharmacy students from the University of Brighton participated in a pilot VCE day comprising simulated GP consultations delivered via livestream. The day was structured into: Prebriefing with defined learning outcomes Live observation of two distinct GP-patient consultations with simulated patients Facilitated debriefing sessions utilising experiential and social learning theories. Prebriefing with defined learning outcomes Live observation of two distinct GP-patient consultations with simulated patients Facilitated debriefing sessions utilising experiential and social learning theories. Half way through the day students were divided into subgroups with assigned observer roles focusing on clinical, communication, and patient-centred care dimensions. Supplementary workshops and a digital health session introduced prescribing workflows and electronic health records. The simulation design was informed by Kolb’s Experiential Learning Cycle and Bandura’s Social Learning Theory, promoting active observational learning. With the midway changes, debriefing was adapted to deepen engagement. Directed observer roles transformed passive observation into purposeful participation, fostering critical thinking, reflective practice, and peer discussion [3]. Results: 84% of students reported increased confidence in consultation skills and rated 4.5/5 for enjoyment; Qualitative feedback highlighted the value of real-time observation and communication strategies. Educators rated the day 4.8/5; 100% agreed objectives were met. Identified challenges included time management and AV logistics; key improvements suggested included extended debriefs and clearer observer instructions from the start. Discussion: VCE provides a scalable, immersive solution for clinical learning in pharmacy education, addressing placement limitations while supporting high-quality, standardised experiences. The model’s success supports future iterations incorporating longitudinal simulated patient journeys to encompass the continuity of patient care in primary care. Expansion to other institutions and disciplines is feasible, promoting sustainability, and collaboration in simulation-based learning. Future evaluations will explore the integration of learner-designed cases and interprofessional simulations across multiple institutions. This will assess long-term retention of consultation skills and model scalability, contributing to national pharmacy education reform. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

Abstract: The landscape of education in the 21st century is undergoing a profound transformation, driven by the need to align theoretical instruction with practical, real-world application. Traditional models of education—characterized by rote learning, passive reception of knowledge, and standardized assessments—are increasingly seen as insufficient for preparing students to meet the complex demands of the modern world. In response, educators, policymakers, and institutions are turning towards innovative pedagogical approaches that emphasize active learning, critical thinking, problem-solving, and the meaningful application of knowledge. This paper explores the significance and effectiveness of these innovative approaches in bridging the longstanding gap between theory and practice in modern education. Grounded in established educational theories such as constructivism, experiential learning theory (Kolb), and Bloom’s taxonomy, the research underscores how these frameworks have paved the way for new teaching methodologies that place the learner at the center of the educational process. The objective is to present a comprehensive analysis of how project-based learning (PBL), flipped classrooms, experiential learning, and digital tools are reshaping educational environments to foster deeper understanding, increased engagement, and improved skill acquisition. Project-Based Learning (PBL) emerges as a key strategy that integrates theoretical content with practical challenges. In PBL environments, students tackle real-world problems through collaborative projects that demand research, design, implementation, and reflection. This method has been shown to cultivate not only academic knowledge but also vital soft skills such as communication, collaboration, and adaptability. Similarly, the flipped classroom model, which reverses the traditional sequence of instruction, empowers students to engage with learning materials at their own pace before applying their knowledge in interactive, instructor-facilitated sessions. The model promotes autonomy and provides opportunities for personalized feedback and peer learning. Experiential learning, another cornerstone of innovative education, emphasizes “learning by doing” and reinforces knowledge through direct experiences. Whether through internships, simulations, service learning, or laboratory work, experiential education allows learners to make connections between theoretical frameworks and their real-world applications. This approach aligns closely with Kolb’s experiential learning cycle, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. The integration of digital tools further enhances these pedagogical innovations. Learning Management Systems (LMS), virtual labs, interactive simulations, and AI-powered tutoring platforms not only facilitate access to content but also create dynamic, personalized learning experiences. These technologies cater to diverse learning styles and bridge geographical and socioeconomic gaps, making quality education more inclusive and scalable. Keywords: Innovative Education, Pedagogy, Theory and Practice, Project-Based Learning, Digital Tools, Experiential Learning

Since its inception, experiential learning has been a foundational tenant of teacher education. However, it is questionable to what extent authentic experiential learning practices are actually taking place. Based on Kolb’s Experiential Learning Theory Model, this paper presents an approach to addressing this issue. This exploratory manuscript further examines Kolb’s Experiential Learning Cycle (ELC) and considers its implications for Experiential Learning Theory (ELT) in teacher education. A description of the teacher education program in the CRMEF (Centre Régional des Métiers de l’Education et de la Formation) is provided, followed by results from a quantitative and qualitative survey triangulated with teacher trainees’ reflection journals to evaluate the training program in terms of the teacher trainees’ developing confidence and competence in teaching. This paper focuses on exploring the implementation of this approach for teacher education in the CRMEF. Results indicate that a large majority of the participants developed confidence in teaching through this approach, subsequently changing their perceptions and attitudes toward teaching English. Specific learning experiences that contributed to their confidence and competence include in-person, experiential, and hands-on approaches to learning relevant skills and knowledge, confirming the importance of using Kolb’s ELC as the foundation for teacher education programs. The study recommends that teacher educators should enhance their programs by providing pre-service teachers with instruction in authentic experiential learning pedagogy. Therefore, a comprehensive model for teacher education is proposed to demonstrate the role of experiential learning.

Purpose This paper conceptualises Student-Led Consultancy (SLC) as a distinctive mode of experiential and work-based learning. It clarifies how SLC differs from other experiential forms such as internships and service-learning and advances a model that captures its structural design, interactive learning processes, and multidimensional outcomes. Design/methodology/approach Drawing on a desk-based synthesis of literature, policy, and practice, the paper integrates insights from experiential learning theory, work-integrated learning and service-learning. It develops a Structure–Process–Outcome (SPO) framework and re-conceptualises Kolb’s experiential learning cycle as a set of three independent but interconnected learning spirals that illustrate the iterative, multi-stakeholder relationships among students, clients, mentors, and peers. Findings SLC combines the client-focused realism of consultancy with the reflective depth of academic mentorship and the collaborative value of peer learning. The learning spirals represented in Figure 1 show how SLC extends Kolb’s model from an individual cycle into a multi-directional, relational system of practice and reflection. This configuration generates simultaneous value for students, clients, and institutions through employability enhancement, identity formation, and applied problem-solving. Practical implications The SPO framework and spiral model together offer institutions a practical guide for designing and evaluating SLC initiatives. They specify how structural conditions, stakeholder engagement, and reflective processes combine to produce integrated professional and academic outcomes. Originality/value The paper contributes a new visual and theoretical articulation of SLC as a triadic experiential learning ecosystem centred on the student consultant. By depicting learning as three outward-flowing spirals linking students with clients, mentors, and peers, it provides a refined conceptual lens for educators and researchers seeking to embed consultancy-based experiential learning within higher education curricula.

Building reflection into administrative training programs

Review question/objective Objective The aim of this review is to identify the best available evidence on the meaningfulness and appropriateness of integrating human patient simulation manikins (HPSMs) into undergraduate nursing education. Review Questions This review will systematically examine the evidence to answer the following questions: 1. What are the perspectives and experiences of students and academics on the appropriateness and meaningfulness of the use of HPSMs in undergraduate nursing education? 2. What teaching and learning practices with HPSM are considered appropriate and meaningful by students and academics? Inclusion criteria Types of participants The review will consider studies that include undergraduate nursing students and academics who are involved in undergraduate education. Studies that consider other allied health care professionals will be excluded unless data for undergraduate nursing students are included and analysed separately. Types of intervention(s)/phenomena of interest The review will consider as phenomena of interest the experiences, values, opinions, beliefs and interpretations of undergraduate nursing students and academics using HPSM for teaching and learning purposes.

The Physical Activity Guidelines for Americans (Guidelines) advises older adults to be as active as possible. Yet, despite the well documented benefits of physical activity just 12.8% of those ages 65 and older meet the Guidelines. To address this, the U.S. Department of Health and Human Services (HHS) developed a Midcourse Report focused on effective strategies to improve older adult physical activity behaviors. The first step in this process was a systematic literature review. A literature review team was contracted to examine the evidence on key settings and effective behavioral intervention strategies, as well as effective policy, systems, and environmental (PSE) approaches, to improve physical activity among older adults. The PSE search employed an equity-centered framework adapted to researching PSE approaches for improving physical activity outcomes in older adults. Sixteen thousand eight hundred and eighty-three titles and abstracts were screened, and 734 full articles were reviewed for inclusion. Of those, 64 original research articles were included for the final review to answer two questions, one (plus 5 sub-questions) focused on Settings/Strategies literature (45 studies) and one (plus 2 sub-questions) focused on PSE literature (19 studies). The literature review process identified key settings and evidence-based strategies to support older adults in becoming more physically active, and provides a foundation for the Physical Activity Guidelines for Americans Midcourse Report: Implementation Strategies for Older Adults. More research is needed to address how factors related to equity and psychosocial constructs influence physical activity behaviors among older adults.

Introduction: WingFactors, a collaboration between aviation professionals and NHS educators, has been working with healthcare simulation faculties since 2020 and with Frimley Park’s Emergency Department (ED) since 2022. Drawing on aviation’s established use of Crew Resource Management (CRM) [1], CRM-trained airline pilots contribute to medical simulation debriefs – an approach that has supported a clearer focus on non-technical skills (NTS). This exposed a lack in NTS-specific training within Emergency Medicine (EM) and positive feedback from clinicians informed the development of a dedicated NTS curriculum and a bespoke training programme. Methods: Our objective was to design and deliver a training programme that strengthened NTS competencies in EM by applying CRM principles and experiential learning in a structured format. We achieved this by reviewing thousands of non-technical data points from over 100 observed simulations in EDs, and in collaboration with key EM educators, identified 6 core NTS modules: Communication, Leadership, Situational Awareness, Decision Making, Managing Bandwidth and Startle. We designed each training day to incorporate medical, aviation and abstract simulation to heighten engagement and develop critical thinking and problem-solving skills [2]. The programme was structured around Kolb’s Experiential Learning Cycle [3]- concrete experience, reflective observation, abstract conceptualisation, and active experimentation. A model underpinned in both aviation and healthcare simulation, reinforcing shared learning processes and supporting the transfer of cognitive strategies. These modules were delivered across three training days with CRM-trained pilots participating as observers and co-debriefers, offering valuable insights into behaviour, communication, and decision-making under pressure. These have been piloted within the Kent, Surrey, and Sussex (KSS) Deanery, with modules paired as follows: Day 1: Communication and Leadership Day 2: Situational Awareness and Decision Making Day 3: Managing Bandwidth and Startle Results: Feedback was overwhelmingly positive, with participants noting a greater appreciation for the NTS and the value of cross-industry perspectives: “Such a valuable opportunity to look at NTS, not just as the ‘afterthought’ they usually are.” “Very well delivered and lots of thought-provoking content.” “Great to see human factors applied in a new way—this felt more relevant than some traditional teaching days.” Discussion: Nine further training days are planned across the next academic year within KSS, with potential expansion to other regions under review. This programme illustrates how aviation-derived CRM principles can enhance NTS training in healthcare. Anchored in a shared experiential learning model, it provides a structured, scalable approach to strengthening and developing NTS in medical education. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

The aim of the study titled: The Evidence-Informed Experiential Learning Cycle in Building Knowledge and Skills in the Core Subjects and its Relationship to Student Academic Performance of Manila Ecclesiastical Province School Association (MAPSA) generally aims to review the evidence-informed experiential learning cycle as perceived by teacher-respondents teaching the core subjects: Math, Science and English in Grade 10 level of MAPSA) NCR. The primary objective of the study is to establish evidence of students’ ability to build knowledge and skills through DepEd’s learning competencies of the core subjects: Math, Science, and English in Grade 10 level. The basis of the study was the experiential learning theoretical model of David Kolb which advocates that the success of students’ learning depends on the four elements of the experiential learning cycles namely: concrete experience (doing), reflective observation (reflection), abstract conceptualization (thinking), and active experimentation (application). Quantitative in nature, the study employed statistical tools such as weighted mean and Spearman Rank Correlation. The findings of the study revealed that the elements of experiential learning is evident in the core subjects, with active experimentation and reflective observation as the most evident. Concrete experience and abstract conceptualization on the other hand, are the least evident. The study likewise suggested that the academic performance rating of students in the core subjects is very satisfactory. The study also revealed that experiential learning is not correlated with the students’ academic performance in the core subjects. As a result, the possibility of including experiential learning in the basic education curriculum can be considered, with the hope of providing effective teaching learning experience to both students and teachers.

Kolb’s experiential learning cycle includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. This paper first examines some preliminary questions concerning the rationale for exploring the use of Kolb’s experiential learning in supervision. Kolb’s experiential learning theory, as well as four supervision models compatible with his learning cycle, are reviewed. Guidelines are suggested for integrating the experiential learning cycle with clinical supervision, collaborative action research, lesson study, and the collegial support group. Different types of research are recommended for studying the integration of the experiential learning cycle with supervision.

Intercultural simulations represent a useful instrument to improve intercultural competencies and cultural adaptation of expatriates. Existing research is mostly limited to the analysis of its affective outcomes. Based on Social Identity Theory and Experiential Learning Theory, we analyze the effects of the intercultural simulation BaFá BaFá on participants’ behavioral preferences as well as their behavioral choices in an Asian and a Western context. We assess the effects of BaFá BaFá for 190 international business students from Germany and 162 business economics students from Denmark. Our findings indicate that BaFá BaFá may improve participants’ ability to behave appropriately in foreign cultures. In particular, participants learn to adapt to dominant individualistic and collectivistic behavioral patterns in diverse cultures. The learning effects seem to be stronger for participants that were assigned to an artificial culture, which differs greatly from their own. We believe that taking the perspective of a contrary culture facilitates the first three phases of Kolb’s (1984) experiential learning cycle, concrete experience, reflective observation, and abstract conceptualization, and thus leads to enhanced learning. Our findings demonstrate the great potential of intercultural simulations for the preparation of expatriates and allow us to derive implications for the effective design of such interventions.

Methods and Results Report - Evidence and consensus-based (S3) Guidelines for the Treatment of Actinic Keratosis -International League of Dermatological Societies in cooperation with the European Dermatology Forum.

BackgroundMedical education can play important role in cultivating the willingness among the medical students to work in underprivileged areas after their graduation. Experiential learning through early exposure to primary health care centers could help students better understand the opportunities and challenges of such settings. However, the information on the real experiences and reflections of medical students on the rural primary health care settings from low-income countries like Nepal are still limited. The aim of this study is to demonstrate the learning process of the medical students through their reflective writings based on Kolb’s theory of experiential learning.MethodsThe students wrote their experiences, observations and reflections on the experiential learning from the primary health care centers on individual logbook as part of their community posting assignments. We analyzed the data of 50 logbooks through content analysis using Kolb’s experiential learning cycle as a theoretical framework.ResultsThe students’ reflections are structured around the four main learning stages of Kolb’s experiential learning theory. Each learning stage consisted of different categories. The first stage consisted of concrete experiences on rural health and learning by doing. The second stage included their reflective observations on primary versus tertiary care, application of theoretical knowledge and role of supervisors. In the third stage, the students developed and refined their concepts on self-development, understanding reality, compassion and sense of responsibility. The final stage, active experimentation, included their immediate future plans, suggestions to improve curriculum, plans after becoming a doctor and suggestions to improve policies.ConclusionThis study provided important insights on different stages of experiential learning of medical students on primary health care in low resource rural settings. Reflective writing of experiential learning could be an important step to address the gaps in medical education for resource constraint settings like that of Nepal and other low-income countries.