Learning from clinical work: the roles of learning cues and credibility judgements

Christopher Watling*, Erik Driessen, Cees P. M. van der Vleuten, Lorelei Lingard

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


CONTEXT: How learners interpret their clinical experiences to create meaningful learning has not been well studied. We explored experiences considered by doctors to be influential in their learning in order to better understand this process. METHODS: Using a grounded theory approach, we interviewed 22 academic doctors who had been in practice for
Original languageEnglish
Pages (from-to)192-200
JournalMedical Education
Issue number2
Publication statusPublished - Feb 2012

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