Summary
In clinical education interactions among the patient(s), instructor(s), and student(s) determine the information available for learning. The clinical context in which the learning occurs shapes the interactions and thence the “content” that the student learns. Medical educators increasingly are challenged to creatively rethink clinical education. In this chapter the educational model termed legitimate peripheral participation, as developed by Lave, is used as a base for discussion of key components of new clinical education models. The recent medical education literature is reviewed from the perspective of the student, instructor, patient and educational context. Considering the student, medical educators should work to focus students’ learning and should seek to understand and match their learning agendas. The importance of instructors who model their thinkingset explicit expectations for learnersand provide effective feedback is well established. Finallythe motivation and effectiveness of patients is considered. This framework allows medical educators to thoughtfully construct and manage learning situations to enhance medical students’ clinical education.
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Woolliscroft, J.O. (2002). Medical Student Clinical Education. In: Norman, G.R., et al. International Handbook of Research in Medical Education. Springer International Handbooks of Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0462-6_15
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