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Learning in Practice: New Approaches to Professional Development for Radiologists

  • I. J. ParboosinghEmail author
  • B. P. Wood
  • L. M. Samson
  • C. M. Campbell
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Radiologists, as other professionals, acquire their expertise from two coexisting learning paradigms. In the first, learning is planned, with observable objectives and performance outcomes to be assessed. This remains the model of traditional formal education, including continuing medical education (CME), a complex and extensive component of lifelong education. The effectiveness of this learning model in today’s rapidly expanding and complex environment remains limited (Davis et al. 1995). The second paradigm emphasizes learning from experience and is driven by three motivating forces: practice and performance creates the curriculum; reflection powers the learning process; but one’s self controls learning. Unlike formal education, learning and evaluation of learning in practice has not been extensively researched (Kuper et al. 2007). Knowledge-intensive work traditionally relies on learning from practice and has a research literature.

Keywords

Professional Development Lifelong Learning Continue Medical Education Continue Professional Development Complex Adaptive System 
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.

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Copyright information

© Springer-Verlag Berlin Heidelberg 2009

Authors and Affiliations

  • I. J. Parboosingh
    • 1
    Email author
  • B. P. Wood
    • 2
  • L. M. Samson
    • 3
  • C. M. Campbell
    • 4
  1. 1.Obstetrics & Gynecology, and Medical EducationUniversity of CalgaryCalgaryCanada
  2. 2.Radiology, Pediatrics and Medical Education Keck School of MedicineUniversity of Southern CaliforniaLos AngelesUSA
  3. 3.Royal College of Physicians & Surgeons of CanadaOttawaCanada
  4. 4.Office of Professional AffairsRoyal College of Physicians and Surgeons of CanadaOttawaCanada

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