Experiential Learning

In this chapter the rise of popularity of communication skills training in medical schools is described. The initial approach to training shows most characteristics of a behaviouristic format. Gradually this format was criticised because of its lack of elaboration, context and collaboration in training efforts. These ingredients were more integrated in communication skills training, so that these educational efforts because more and more based on constructivist principles. Current training practice suffers from four major problems. We assume that students are intrinsically motivated for communication skills training, which is not always the case. Moreover, training often takes place once, with opportunity for feedback but no repeated practice in which the students can try out alternative behaviour and demonstrate improved practice. Additionally, educationalists often struggle between reductionism with its focus on operationalisation and measurability, and holism with focus on integration of skills in the person of the learner and focus on authenticity. Finally there is a demonstrable lack of transfer from one training context (e.g. undergraduate training) to the next (graduate training). We address what would happen if we really would take these problems and the current educational literature seriously. What would such a constructivistic training programme look like? We provide an example and address the cost of such a programme.