Improving Workplace-Based Learning for Undergraduate Medical Students.

Madiha Sajjad,Usman Mahboob

doi:10.12669/pjms.315.7687

Abstract

Workplace-based learning is considered as one of the most effective way of translating medical theory into clinical practice. Although employed traditionally at postgraduate level, this strategy can be used in undergraduate students coming for clerkships in clinical departments. There are many challenges to workplace learning such as, unfavorable physical environment, lack of interest by clinical staff and teachers, and lack of student motivation. Clinical teachers can help bridge this gap and improve workplace learning through individual and collaborative team effort. Knowledge of various educational theories and principles and their application at workplace can enhance student learning and motivation, for which faculty development is much needed. Different teaching and learning activities can be used and tailored according to the clinical setting. Active reflection by students and constructive feedback from the clinicians forms the backbone of effective workplace learning.

Highlights

Workplace-based learning is considered as one of the most effective way of translating medical theory into clinical practice
‘Workplace-based learning’, termed as ‘situational learning’ may be defined as a learning experience which allows students to learn through supervised application of their professional roles in real workplace settings.[1]
Which emphasizes on learning as a cyclical process in which there is a connection between actual experience and abstract conceptualization through reflection and planning

Summary

INTRODUCTION

‘Workplace-based learning’, termed as ‘situational learning’ may be defined as a learning experience which allows students to learn through supervised application of their professional roles in real workplace settings.[1]. 1. Madiha Sajjad, Associate Professor of Pathology, Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan. 2. Usman Mahboob, Assistant Professor of Medical Education, Institute of Health Professions Education & Research, Khyber Medical University, Peshawar, Pakistan. ‘Theories of constructivism’ that involves construction of new knowledge based on a previous knowledge, are a few important ones.[2]. Based on these theories various models of effective teaching and learning have emerged. The clinicians involved in workplace teaching having limited knowledge of the educational principles so teaching may become didactic lecturing with more emphasis on factual knowledge rather than active student involvement and problem solving.[2,5,9] there are limitations like time constraints and conflict between the clinicians’ administrative duties and needs of students and patients.[2,3,4,5]

IMPROVING WORKPLACE BASED LEARNING

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