Experiential Learning Theory Research Articles

Preliminary Evaluation of Experiential Learning–Based Fall and Medication Error Prevention Education (EFMPE) using a Virtual Reality Room of Errors program: A Randomized Controlled Trial

Purpose: Falls and medication errors are the most common patient safety incidents globally. Kolb’s experiential learning theory supports the application of cognitive learning in clinical settings. This study examined the effectiveness of Experiential Learning–Based Fall and Medication Error Prevention Education (EFMPE), utilizing virtual reality and room of errors. Methods: A randomized controlled trial was conducted with 28 fourth-year nursing students (15 experimental, 13 control). The experimental group participated in EFMPE from February 1 to 6, 2024, comprising six sessions of 2 hours each. The control group received traditional lectures. Safety control confidence and course interest were measured before and immediately after the intervention; safety control confidence was reassessed 6 weeks later. Results: Both groups showed immediate improvement; however, only the experimental group sustained increased safety control confidence after 6 weeks (Wald χ²=13.21, p<.001). Course interest was significantly higher in the experimental group post-intervention (Wald χ²=10.64, p=.001). Conclusion: These preliminary findings suggest that EFMPE potentially supports the prevention of falls and medication errors in clinical practice.

Selling Experience of Senior High School Technical Vocational Livelihood- Home Economics

This systematic literature review investigates the selling experiences and skill development of Senior High School Technical-Vocational-Livelihood (TVL) Home Economics (HE) students, with a focus on the challenges they face, coping mechanisms they use, and the strategies proposed for enhancing their entrepreneurial competencies. Drawing on both international and local studies, the review highlights how experiential learning, particularly through the sale of outputs from bread and pastry production and cookery courses, equips students with essential skills such as customer service, marketing, inventory management, financial literacy, and communication. Studies from UNESCO (2020), TESDA (2021), and the Culinary Institute of America (2021) underline the importance of hands-on learning in bridging academic preparation and workforce demands. Despite notable benefits, research points to persistent challenges, including resource limitations, production quality control, and customer relations. The review synthesizes insights from key theoretical frameworks, including Kolb’s Experiential Learning Theory, Drucker’s Entrepreneurship Theory, Piaget’s Constructivist Learning Theory, and Erickson’s Skills Development Theory, which collectively explain how real-world selling experiences foster the development of entrepreneurial mindsets and technical competence among students. Philippine government programs like Go Negosyo and the K–12 Enhanced Basic Education Act further contextualize the local relevance of selling activities in the TVL track. The review concludes with a call for targeted interventions, such as curriculum adjustments and practical training enhancements, to better prepare TVL-HE students for entrepreneurial success and workforce integration.

Internship Experiences in Relation to Employment Preparedness and Skills Development among Business Administration Graduates

In today’s competitive job market, higher education institutions face increasing pressure to equip graduates with the skills and competencies needed for successful employment. This study explores the relationship between internship experiences and the employment preparedness and skills development of Business Administration graduates in the Philippines. Grounded in Experiential Learning Theory, Human Capital Theory, and Social Cognitive Theory, the research aims to determine how internship quality, relevance, and perceived value impact graduates’ job readiness, professional awareness, and adaptability. The study involved graduates from various private and public higher education institutions in the Philippines. Utilizing a descriptive-correlational design, the study surveyed 120 BSBA graduates through researcher- made questionnaires. Findings revealed that internship experiences were perceived to be of very high quality and significantly influenced job readiness and professional awareness, but had no significant relationship with the application of theoretical knowledge, adaptability, or employability. While internships were effective in enhancing workplace readiness, they alone were insufficient for comprehensive skills development. The study recommends enhancing internship structures, integrating reflective learning, and supplementing practical experiences with targeted training to ensure graduates are better equipped for dynamic work environments. It is recommended that academic institutions strengthen partnership with industry stakeholders to co-design internship programs that are both skill-enriching and career-aligned.

Between Surviving and Thriving—New Approaches to Understanding Learning for Transformation

Background: Paramedics and firefighters frequently encounter critical incidents that require both deep learning and emotional processing. This study investigates how reflective writing facilitates these processes, addressing the need to understand professional development in high-stress environments. Methods: The research analyzed reflective writings from 57 second-year Management of Catastrophe Defense undergraduates who were active emergency service workers. Using Mayring’s qualitative content analysis, the study examined participants’ descriptions of critical workplace incidents, emotional responses, and long-term impacts. The theoretical framework combines Paul’s concept of transformative experiences, Schön’s reflective practice, and Jarvis’s experiential learning theory. Results: The analysis revealed three key dimensions: transformative experiences, the role of conversation with the situation in meaning making and the significance of whole-person learning in understanding emotional presence and absence, and the role of reflective writing in understanding learning processes. The study uncovered complex patterns in how professionals process critical incidents and manage emotions in high-stress environments. Conclusions: Reflective writing serves as an effective tool for processing experiences and developing professional resilience, although the process of engaging with traumatic memories through reflection presents its own complexities. These insights contribute to the understanding of learning processes and professional development in high-stress environments.

The Role Development of Academic Nurse Leaders: A Qualitative Descriptive Study.

The aim of this study was to provide comprehensive and holistic insight into nurse faculty role development as academic nurse leaders (ANLs) in the United States. There are gaps in knowledge surrounding ANL role development despite studies on the efficacy of specific programs on leadership development for nursing faculty. Using a qualitative descriptive methodology with research questions framed by Kolb's experiential learning theory, 18 participants with one year or more of experience in their current academic nursing leadership role were interviewed. Through qualitative descriptive content analysis, three themes emerged about the role development of ANLs: looking within, overcoming challenges, and becoming a successful leader. The findings of this study offer new insights into ANL role development including the power of self-reflection, overcoming imposter syndrome, understanding the change in student and faculty dynamics, and creating a network of support.

Development and Usability Testing of a 3D Virtual Simulation Game in Teaching Intravenous Fluid Therapy in Nursing Education.

Objective: To describe the gamification process of peripheral intravenous catheterization (PIVC) and intravenous fluid therapy (IFT) in nursing education and conduct usability testing of the 3D virtual simulation game. Materials and Methods: A 3D virtual simulation game was developed to teach PIVC and IFT based on the current literature, Kolb's Experiential Learning Theory, and Schell's Elemental Tetrad. The game, IntraveNurseGame, had 11 stages, and it rewarded the players with score-based titles based on Benner's clinical competence stages. Usability testing was conducted with 17 participants, including 5 nursing experts and 12 senior nursing students. Heuristic evaluation with experts, think-aloud method, and user tests were performed using the Game Evaluation Questionnaire and GUESS-20-TR-Scale. Qualitative and quantitative data analysis were used. Results: Experts were satisfied with the game experience and had fun. The game met their expectations and could help the nursing students learn the subject. Experts provided suggestions, including visual similarity of some animations, instructions regarding how to use the mouse cursor, and encouragement for students to remember the steps of the actual procedure by removing the instructions from some stages. Users scored the GUESS-20-TR mean score above the moderate level (5.71 ± 0.90), showing they were satisfied with the gaming experience. Conclusion: The 3D virtual simulation game had good usability features with some areas of improvement. The theories and elements used in this study can help nurse educators and researchers develop effective games and engaging game-rewarding systems. The usability testing provided valuable information for the games to be developed in the future.

Practical guidance as a graduation modality and professional development in tourism: an Ecuadorian university case

This research analyzes the incidence of academic and professional training in integrating the degree modality: the practical guidance in students of the National Tourism Guide career at the University of Tourism Specialties (UDET) in Quito, Ecuador. It is based on Kolb's experiential learning theory, which establishes a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The study evaluates how this approach strengthens theoretical understanding and practical application of knowledge in future tourism professionals. For this purpose, a Holistic and Experiential Learning Evaluation Instrument (HELEI) was designed, which combines quantitative and qualitative methods to present results that show that this approach fosters better integration of theoretical knowledge with practical experience, strengthening meaningful learning, sustainability, and intercultural education. The research highlights the importance of consolidating practical guidance as a central axis in training tourist guides in Ecuador.

Innovative Approaches in Modern Education: Bridging Theory and Practice

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

Amplifying Learning Development in Human Capability Advancement through Soft and Hard Skills

This study review evolved in tandem with experiential learning in a group of next generation leaders. It emphasizes several practices in achieving soft and hard skills through identifying three core phases: awkwardness, awareness, and familiarity in practice. Kolb's experiential learning theory supports the paradigm of skills acquisition through experience, reflection, conceptualization, and experimentation. Skills acquisition is essential for development as a necessity for enhanced employability, enhanced productivity, and overall individual growth due to constant adaptation and learning. The review methods included a literature review approach by evaluating existing published findings on critical aspects of developing soft and hard skills, and receiving group feedback on experiential application. The panorama of aspects evaluated include understanding soft and hard skills, phases of practice in the skills development process, the role of practice in skills development, levels of thinking in translating theory into practice, critical, practical and creative thinking, reflective thinking, insight, foresight, hindsight, combining levels of thinking into practice. Collectively, the findings were intended to provide a detailed understanding of amplifying learning development and advancing human capabilities through soft and hard skills. Hard skills are defined as the technical competencies required to perform tasks, and are acquired through knowledge. At the same time, soft skills are required to integrate the hard skills into practice. Notably, skills development occurs in phases, including awkwardness, consciousness, and assimilation. Practice also plays a critical role in skills development by helping the brain to translate knowledge into practical skills. Translating theory into practice also requires levels of thinking, including critical, practical, and reflective thinking. Creative thinking at the workplace involves establishing new, unique aspects by considering various perspectives of the problem to develop a solution. Reflective thinking is a critical soft skill that allows individuals to navigate an unpredictable situation, allowing for the evaluation of actions. In reflective thinking, insight involves developing a coherent and in-depth understanding of aspects that were not transparent previously. Foresight entails drawing from previous experiences to predict the future and solve problems based on the individual's understanding of the problem. Hindsight provides a comprehensive understanding of the consequences of previous experiences, emphasizing the accuracy of insight into a specific aspect of the business. In sum, skills development is an essential concept in the modern human resource and talent acquisition sector, and thereto, developing both soft and hard skills is essential as shown by the reviewed literature. Furthermore, it is vital to comprehend that skills development occurs in phases, all drawn from Kolb's experimental learning theory, including awkwardness, consciousness, and assimilation. Overall, the learning process is crucial as it ensures that an individual can eventually perform these skills autonomously.

THE PURPOSE OF EXPERIENTIAL LEARNINGINFASHIONEDUCATION: ADDRESSING THE KNOWLEDGE GAP BETWEENINDUSTRY AND ACADEMICS

Kolb's experience learning theory from 1984 served as the foundation for experiential learning, which is a significant advancement in fashion education. Its ability to bridge the gap betweenacademic training and the growing demands of the fashion business is observed in this evaluation. This study explores methods, benefits, challenges, and future prospects for experiential learningby analyzing a large number of academic studies and industry review. The findings highlight organizational difficulties to successful implementation while indicating significant impactsonstudents' skill development and industry willingness. The analysis ends withuseful recommendations for including experiential learning into fashion curricula to ensure a workforcethat is properly prepared. The results highlight how experiential learning helps fashion students become more critical thinkers, creative thinkers, and adaptable in addition to bridging the gap between theoryandpractice. Students gain a cultured hold of professional procedures and industry norms bytakingpart in practical projects, internships, and industry partnerships. This practical methodensuresthat graduates have the abilities and competencies needed to succeed in fast-pacedfashionindustries by strengthening the relations between academic learning and real-world problems.

Academic projects on SDGs and intercultural competence development in higher education

Globalization and increasing cultural interconnectedness have highlighted the importance of fostering intercultural collaboration and global citizenship in higher education. This article explores how academic projects oriented to the Sustainable Development Goals (SDGs) facilitate the development of intercultural competencies and a greater understanding of global citizenship among students. A quantitative approach is used with a sample of 100 students in São Paulo who participated in collaborative projects related to the SDGs. The research, supported by Kolb’s experiential learning theory and Deardorff’s intercultural competence approach, highlights how participation in these projects enriches students’ perception of global citizenship and fosters practical intercultural skills. The results show a positive assessment of participation and engagement in these projects, with an overall perception of increased intercultural competence and global awareness. However, areas for improvement are also identified, such as variability in the level of student involvement. This study contributes to filling a gap in research on the specific impact of SDG-oriented projects on the development of global citizenship.

From Loops to Leaps: Accelerating Experiential Learning in Venture Creation Programs

This paper theorizes conditions accelerating experiential learning within venture creation programs (VCPs). Traditionally, experiential learning theory views learning as a slow and self-directed process. In contrast, VCPs offer time-compressed, enterprise-oriented training structured around predetermined plans and schedules. Our theorizing shifts the primary focus from cyclical movements (“loops”) to the speed and magnitude (“leaps”) of experiential learning. We propose a conceptual framework that identifies catalysts situating VCP students in a favorable position to make significant and rapid progress toward intended learning outcomes. Additionally, we exemplify and discuss how teaching exercises can enable educators to arrange and coordinate activities to exert force and direction in the learning process. By doing so, we explicate the theoretical mechanisms that accelerate experiential learning within VCPs, providing actionable insights for enhancing best practices in entrepreneurship education and pedagogy.

Enhancing the Speech Delivery Skills of Grade 12 Learners Through Target Public Speaking Workshop

This study evaluates the implementation of a speech training workshop designed to enhance public speaking skills among senior high school learners at Bukidnon National High School. Recognizing the critical importance of communication skills in academic and professional settings, the workshop was developed using techniques from the Toastmasters International Competent Communication handbook. It was grounded in Kolb’s (1984) experiential learning theory, which emphasizes learning as a cyclical process comprising concrete experience, reflective observation, abstract conceptualization, and active experimentation. These stages were integrated into the workshop structure to ensure learners actively engaged in meaningful, reflective, and practice-oriented activities. Participants underwent pre- and post-assessments to measure improvements across eight critical aspects of public speaking: content, organization, vocal clarity, vocal variety, language use, eye contact and body gestures, persuasiveness, and adherence to time. The pre-assessment results revealed participants’ fair performance, with a mean score of 2.6, categorized as “fair.” However, the post-assessment demonstrated significant progress, with a mean score of 4.0, classified as “very good.” Statistical analysis using paired sample t-tests confirmed the significance of these improvements (p<0.05), demonstrating the workshop’s effectiveness in developing public speaking competencies. In addition to quantitative data, qualitative insights were gathered through focus group discussions. These revealed that learners not only improved their technical skills but also developed greater confidence, reduced anxiety, and enhanced audience engagement. Participants particularly valued the experiential approach, which allowed them to practice speeches, receive feedback, and refine their techniques iteratively. Despite these successes, challenges remained, particularly in mastering impromptu speaking and achieving effective vocal variety. These were addressed through targeted activities, including real-time speech exercises and facilitator coaching. Overall, this research highlights the transformative potential of combining experiential learning theory with structured communication training. It provides valuable insights for educators seeking to foster critical communication skills among learners, which are essential for personal and professional success.

Investigating the learning value of early clinical exposure among undergraduate medical students in Dubai: a convergent mixed methods study

IntroductionThe benefits of Early Clinical Exposure (ECE) in medical education are often stated but there is limited evidence on how to effectively maximize its learning value. The challenge for medical educators lies in finding ways to enhance the quality of ECE in alignment with students’ feedback, while realizing the learning outcomes. The purpose of this study is to investigate undergraduate medical students’ perception of an innovative ECE intervention in Dubai, United Arab Emirates, developed using design-based research in alignment with adult, experiential learning theories.MethodsA convergent mixed methods study design was utilized. The data was collected using a tailormade survey to solicit both quantitative and qualitative feedback. Quantitative data was analyzed using SPSS. Qualitative data analysis was inductive based on constructivist epistemology. Following the conclusion of the independent data analyses of the quantitative and qualitative datasets, the primary inferences were integrated using the iterative joint display analysis process.ResultsOut of the 68 students who attended the ECE, 54 responded. The percentage of the total extent of agreement that the ECE: familiarized them with learning in the clinical environment and brought forth the institutional values were 79.60% and 86.43%, respectively. The extent of active engagement and self-directed learning, with a mean of 6.80(2.42), was significantly associated with how much the learners reaped from the learning experience (P < 0.05). A novel conceptual model, namely: ‘Early Clinical Exposure Added Value’, with five interconnected themes, was developed from the qualitative analysis. Integration of findings led to six meta-inferences: Embeddedness in context of learning, System perspective, Patient-centricity, Theory–practice link, Resilience, and Proactiveness.ConclusionThe more medical students engage in their learning, the more ECE contributes to building their academic resilience, and propels them in terms of clinical correlations, skills’ development, and values reinforcement. Securing engagement opportunities for the learners, when designing and planning for the ECE, is essential. Optimizing the ECE learning value can happen systematically through continuously developing the respective intervention in alignment with the principles of design-based research and anchoring it in constructivism experiential learning theories.

Bridging Academia and Industry: A Strategic Approach to Training in the Classroom

Integrating guest speakers into higher education classrooms poses challenges in aligning their presentations with students’ and faculty’s academic goals and expectations. Drawing on experiential learning theory, this study used feedback from a semester of speakers to propose a framework for effectively coaching both speakers and students to enhance learning outcomes. The framework enhances learning by guiding speakers to focus on training students through compelling presentations that align with course objectives while also promoting interactive student engagement to strengthen comprehension and skills. Findings after implementing the framework from this study highlight the critical role of strategic preparation in maximizing the effectiveness of classroom training sessions. This framework strengthens career readiness by cultivating professionalism, communication skills, and essential workplace competencies.

University faculty perceptions of training transfer and professional growth: a qualitative study

University faculty recognize training transfer as significant for professional development, enhancing skills/knowledge, building confidence, fostering career growth, promoting collaboration, and benefiting institutions. This qualitative study, grounded in constructivist learning theory, experiential learning theory, and situated learning theory, explores faculty perceptions of research methods training transfer in their context. Conducted at Kathmandu University School of Education, Lalitpur, Nepal, in March 2024, the study utilized semi-structured interviews across three phases (initial, follow-up, and final) with five purposefully selected faculty members (three male and two female) participating in professional development programs. Thematic analysis identified four key themes as barriers: (1) training initiatives lacking systematic needs assessments, (2) an overreliance on lecture-based delivery with minimal hands-on application, (3) contextual challenges in skill implementation due to time constraints and resource limitations, and (4) the absence of institutional follow-up mechanisms to evaluate training impact or address emerging needs. Findings underline a disconnect between faculty expectations and institutional training frameworks in research methodology training. However, professional development programs are essential for adapting to academic demands. So, the study highlights the need for context-sensitive, differentiated training approaches that directly align with faculty expertise levels and workplace realities. Recommendations include implementing participatory needs assessments, adopting active learning pedagogies (e.g., peer collaboration, real-world data workshops), securing institutional resources for sustained practice, and establishing structured post-training evaluations. This study contributes to the global discourse on faculty development by emphasizing the collaboration between situated learning environments, organizational support systems, and individual agencies in bridging the gap between training participation and pedagogical transformation.

Integrating Teaching Factory Method in ESP Maritime English: Cadets' Perceptions and Implications For Maritime Training

Background: The Teaching Factory (TEFA) method has emerged as a practical approach in ESP Maritime English, particularly in enhancing cadets’ participation in simulated maritime scenarios such as loading and unloading communication, onboard communication checking, and goods tracking via phone. Grounded in experiential learning theory, TEFA bridges the gap between theoretical knowledge and real-world application, preparing cadets for industry demands.Methodology: This study used qualitative case study approach to explore seventh-year maritime cadets’ perceptions of the TEFA method. The subjects were seventh semester maritime cadets from maritime academy. Data collection involved classroom observations and semi-structured interviews, focusing on the cadets’ engagement, confidence, and learning outcomes.Findings: The results showed that 65% of cadets agreed that TEFA made learning Maritime English easier, while 60% found the method enjoyable and engaging. Additionally, 55% of cadets reported reduced anxiety, attributing their increased confidence to the hands-on learning experience provided by TEFA simulations. However, 15% of cadets remained neutral, expressing the need for more structured guidance and additional practice to adapt to the interactive learning approach fully.Conclusion: This study concludes that TEFA effectively bridges the gap between theoretical knowledge and practical maritime communication, making learning more industry relevant. Future research should examine blended learning methods, digital feedback systems, and long-term evaluations to strengthen TEFA’s role in improving cadets’ communication skills and preparedness for maritime operations. Integrating online and practical training can enhance learning flexibility while reinforcing real-world application through virtual simulations. Digital feedback tools can help cadets refining pronunciation and fluency by providing immediate assessments and personalized guidance.Originality: This study addresses a gap in understanding how TEFA influences cadets’ perceptions and learning outcomes in ESP Maritime English, particularly in simulated maritime scenarios. It provides insights into the method’s effectiveness and areas for improvement, offering a foundation for future innovations in maritime education.

Sensory reflections: towards the development of cooking literacy in Swedish Home Economics

ABSTRACT In Swedish Home Economics (HE), some students struggle to understand and apply instructions in their cooking. Based on Dewey’s theory of experiential learning, the aim of this study was to explore the conditions for developing cooking literacy in Swedish HE, focusing on teachers’ and students’ use of instructions and sensory reflections. Observations were conducted in 19 student groups across four schools. Five teachers and 57 students were recorded with Dictaphones. An additional 35 students were observed. Reflexive thematic analysis yielded five themes: (1) Shifting emphasis on different sources of instruction, (2) Vague instructions required ability to make sensory-reflective decisions, (3) Shifting emphasis on different types of sensory reflection, (4) Sporadic connection between sensory reflections and the cooking process, and (5) Need for quick problem-solving favoured instructions over reflection. To increase opportunities for experiential learning, I suggest using systematic and continuous sensory reflections based on repetition, variation, and comparison.

Improving Communication Skills of Residents Using Family Meeting Simulation Exercises.

Effective communication skills are important to deliver serious news. Applying Kolb's experiential learning theory, we evaluated the impact of a mini-lecture and simulation-based curriculum to improve communication skills and confidence of residents delivering bad news during a Medical Intensive Care Unit (MICU) rotation. We performed an educational intervention for 26 internal medicine residents on their MICU rotation. Each resident first underwent a Mini-Clinical Evaluation Exercise (Mini-CEX) family meeting simulation with untrained actors, where they were observed and evaluated by two MICU attendings using a standardized modified SPIKES protocol evaluation tool. One week later, a 30-min PowerPoint interactive lecture on the SPIKES protocol was presented by a Chief Medical Resident. A post-didactic Mini-CEX was held 1 week after the lecture. Residents also completed a brief survey before and after the intervention to assess their level of comfort in conducting an effective family meeting. Residents were more comfortable facilitating an end-of-life family meeting after the intervention (p < 0.001). Mini-CEX scores improved on all 20 SPIKES items (all p < 0.001), and there was a significant improvement in Mini-CEX sum scores (premean = 24.7 vs. postmean = 46.1, p < 0.001). Both International Medical Graduates (IMG) and US Medical Graduates (USMG) had significantly improved scores in each component of SPIKES. We demonstrated that the experience of a simulated family meeting followed by a 30-min didactic on the SPIKES protocol and a post-didactic family meeting improved the skills and confidence of residents in leading family meeting discussions.

VFC Competence Framework as a Human Resources Development Framework: A Qualitative Study of Competency-Based Teaching and Learning Theories

Understanding and nurturing the requisite competencies for success have emerged as essential due to rapidly changing professional landscapes. If the future of the workspace is to stay relevant, this research has developed a detailed Competency Framework to document such knowledge types. The framework is built on three such dimensions: Functional Expertise, which covers role and domain specific, digital and interdisciplinary competencies; Cognitive Psychology, embracing critical thinking and emotional resilience, as well as interpersonal effectiveness; and Visionary Management, focusing on leadership and management as well as strategic innovation. This is based on well-established theories, such as Kolb's Experiential Learning Theory, Bandura's Social Learning Theory, Seligman's PERMA Model etc.This approach uniquely integrates systematic reviews, qualitative meta-analysis, and real-world observations to forge a framework that connects academic findings with industry realities. The study additionally has implications for future research including empirical verification and cultural adaptation of the framework. This framework includes characteristics for organizations and educators to develop resilient, emotionally intelligent, agile professionals who can excel in and with a wide range of environments.