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Enhancing Learning in Outpatient Care Training: Theory Can Inform the Practice of Graduate Medical Education: Theory Can Inform the Practice of Graduate Medical Education

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Title: Enhancing Learning in Outpatient Care Training: Theory Can Inform the Practice of Graduate Medical Education: Theory Can Inform the Practice of Graduate Medical Education
Authors: David C. Thomas, Janneke M. Frambach, Pim W. Teunissen, Frank W. J. M. Smeenk, Dario Torre
Source: Perspect Med Educ
Perspectives on Medical Education; Vol. 14 No. 1 (2025); 162–171
Publisher Information: Ubiquity Press, Ltd., 2025.
Publication Year: 2025
Subject Terms: Ambulatory Care/methods standards trends, Internship and Residency/methods, Education, Medical, Graduate, Medical, Ambulatory Care, Humans, Learning, Internship and Residency, Eye Opener, Graduate/methods standards trends, Education
Description: Caring for patients in the outpatient setting is a significant part of many physicians' responsibilities due to healthcare's shift from inpatient to outpatient settings. Outpatient care is complex and characterized by longitudinal relationships among all who work in this setting, including the patients. There is recognition of the need to enhance graduate medical education specifically situated in the outpatient setting. Considering that good educational practices need to be grounded in theoretical principles, the aim of this conceptual article is to analyze and explain learning in the outpatient care setting through a critical appraisal of selected learning theories. Four theories were selected to explore residents' learning in relation to characteristics of the outpatient setting: 1) Cultural-Historical Activity Theory, 2) Situated Learning Theory, 3) Cognitive Development Theory and 4) Self-regulated Learning Theory. These theories were selected for their socio-cultural perspective or their focus on the learner. We highlight the implications for medical education and how these learning theories can inform teaching and learning in the outpatient care setting. For example, identification of contradictions and tensions between educational activity systems can promote expansive and transformational learning. By recognizing the unique opportunities for learning in the outpatient setting and applying learning theories, program directors and education specialists can develop better training programs resulting in more competent physicians to care and serve the needs of patients and society.
Document Type: Article
Other literature type
File Description: application/pdf; text/xml
Language: English
ISSN: 2212-277X
DOI: 10.5334/pme.1576
Access URL: https://pubmed.ncbi.nlm.nih.gov/40226579
https://cris.maastrichtuniversity.nl/en/publications/bac33fc9-ef24-4a89-8594-c14df95fb836
https://doi.org/10.5334/pme.1576
https://account.pmejournal.org/index.php/up-j-pme/article/view/1576
Rights: CC BY
URL: http://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/.
Accession Number: edsair.doi.dedup.....231f467a12bb73f6f7d3d0f18b374e46
Database: OpenAIRE
Description
Abstract:Caring for patients in the outpatient setting is a significant part of many physicians' responsibilities due to healthcare's shift from inpatient to outpatient settings. Outpatient care is complex and characterized by longitudinal relationships among all who work in this setting, including the patients. There is recognition of the need to enhance graduate medical education specifically situated in the outpatient setting. Considering that good educational practices need to be grounded in theoretical principles, the aim of this conceptual article is to analyze and explain learning in the outpatient care setting through a critical appraisal of selected learning theories. Four theories were selected to explore residents' learning in relation to characteristics of the outpatient setting: 1) Cultural-Historical Activity Theory, 2) Situated Learning Theory, 3) Cognitive Development Theory and 4) Self-regulated Learning Theory. These theories were selected for their socio-cultural perspective or their focus on the learner. We highlight the implications for medical education and how these learning theories can inform teaching and learning in the outpatient care setting. For example, identification of contradictions and tensions between educational activity systems can promote expansive and transformational learning. By recognizing the unique opportunities for learning in the outpatient setting and applying learning theories, program directors and education specialists can develop better training programs resulting in more competent physicians to care and serve the needs of patients and society.
ISSN:2212277X
DOI:10.5334/pme.1576