Abstract
Learning to become a professional, autonomous clinician requires the acquisition of an extensive set of knowledge, skills and behaviours. Regular immersion in the complex and diverse world of professional practice is a crucial aspect of the learning journey. In this chapter we argue that for practice-based learning to be both effective and meaningful it must include an appreciation of the multidimensional nature of healthcare. For graduates to be work-ready, they should previously have encountered three key dimensions of practice. First, as students they should have achieved competence and confidence in working and learning with a range of “others.” This starts with fellow students, gaining teamwork and collaboration skills.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
- Soft System Methodology
- Interprofessional Education
- Practice Dichotomy
- Legitimate Peripheral Participation
- Authentic Practice
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.
References
Baldry Currens, J. A. (2008). Peer assisted learning: Embracing learner choice in the practice setting. Paper presented at International Society for the Scholarship of Teaching and Learning, Edmonton, Canada.
Baldry Currens, J. (2010). Preparing for learning together in fieldwork education practice settings. In L. McAllister, M. Paterson, J. Higgs, & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 309–317). Rotterdam, The Netherlands: Sense.
Baldry Currens, J. A., & Hargreaves, J. (2010). Situated learning in practice. In L. McAllister, M. Paterson, J. Higgs, & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 121–130). Rotterdam, The Netherlands: Sense.
Bandura, A. (1971). Social learning theory. New York: General Learning Press.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.
Biggs, J. B. (1999). Teaching for quality learning at university. Buckingham: Open University Press.
Braungart, M. M., & Braungart, R. G. (2002). Applying learning theories to healthcare practice. In S. B. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed., pp. 43–71). Boston, MA: Jones & Bartlett.
Burnard, P. (1999). Carl Rogers and postmodernism: Challenges in nursing and health sciences. Nursing and Health Sciences, 1(4), 241–247.
CAIPE. (2012). UK centre for the advancement of interprofessional education. CAIPE. Retrieved from http://www.caipe.org.uk/about-us/defining-ipe/ .
Geelan, D. R. (1999). The empty centre: Does student-centred learning imply abdication or role redefinition for educators? Retrieved from http://www.csd.uwa.edu.au/HERDSA/abstract/investig/geelan2.htm .
Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education: BEME Guide no. 9. Medical Teacher, 29(8), 735–751.
Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127–143.
Hunt, R. R., Ellis, H. C., & Ellis, H. (2004). Fundamentals of cognitive psychology (7th ed.). New York: McGraw-Hill.
Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive and individualistic learning. Englewood Cliffs, NJ: Prentice-Hall.
Kramer, D. A. (1983). Post-formal operations? A need for further conceptualization. Human Development, 26, 91–105.
Ladyshewsky, R. K. (2006). Building cooperation in peer coaching relationships: Understanding the relationships between reward structure, learner preparedness, coaching skill and learner engagement. Physiotherapy, 92(1), 4–10.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student centred learning: Beyond ‘educational bulimia’? Studies in Higher Education, 28(3), 321–334.
Piaget, J. (1926). The language and thought of the child. New York: Harcourt Brace.
Renshaw, P. D. (2004). Dialogic learning, teaching and instruction: Theoretical roots and analytical frameworks. In J. van der Linden & P. Renshaw (Eds.), Dialogic learning: Shifting perspectives to learning, instruction and teaching (pp. 1–15). Dordrecht: Kluwer Academic.
Rushton, A., & Lindsay, G. (2003). Clinical education: A critical analysis using soft systems methodology. International Journal of Therapy and Rehabilitation, 10(6), 271–279.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). New York: Macmillan Publishing.
Taylor, P. G. (2000). Changing expectations: Preparing students for flexible learning. The International Journal of Academic Development, 5(2), 107–115.
Vygotsky, L. S. (1978). Mind in society. Cambridge MA: Harvard University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, NY: Cambridge University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Currens, J.B., Coyle, J. (2013). Practice-Based Learning. In: Higgs, J., Sheehan, D., Currens, J.B., Letts, W., Jensen, G.M. (eds) Realising Exemplary Practice-Based Education. Practice, Education, Work and Society, vol 7. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-188-7_8
Download citation
DOI: https://doi.org/10.1007/978-94-6209-188-7_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-188-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)