Implications of the model of change and learning for undergraduate medical education

✍ Scribed by Robert D. Fox

• Publisher: John Wiley and Sons
• Year: 1996
• Tongue: English
• Weight: 751 KB
• Volume: 16
• Category: Article
• ISSN: 0894-1912
• DOI: 10.1002/chp.4750160304

✦ Synopsis

This es.sii' responds to the need for closer intellectrrcrl ties between continuing medicul ecliic.urion (C.ZIE) and the iinderpadiiutr e.~prrience. Medicul educators in each of these thin phmrs of' lfc~lorig leuixing are ojjeii itnfanriliar M'irlz the iniplicatiom of research in each phcisejhi. the othri: I n order to redress this, this e s s q describes one of the major explanations ,for c,liuri ye irntl lcurriing in clinical practice and dr-a1z-s implications of this model~for the educution 01' iindei-p-udiiate medico1 stirdeiits. The niodel includes the role of' forces for change, i m u p qf'c.hunge. tissessmnt of tieeds f o r leurning, and the use of' learning resources in a selfdirected ~~uri~ic~ulum. Spec$c iniplicatioris for ewlz of the phases of the change process are o#erecl. Genertrl implica [ions of the tnodel atrd 11 set of new assumptions for the development of fi,r-nicrl ci4~~ic~ilir~n in undei;pi.acluute medicine are also described.