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

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

doi:10.1111/j.1365-2923.2011.04126.x

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 journal › Article › Academic › peer-review

Abstract

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 language	English
Pages (from-to)	192-200
Journal	Medical Education
Volume	46
Issue number	2
DOIs	https://doi.org/10.1111/j.1365-2923.2011.04126.x
Publication status	Published - Feb 2012

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title = "Learning from clinical work: the roles of learning cues and credibility judgements",

abstract = "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 ",

author = "Christopher Watling and Erik Driessen and {van der Vleuten}, {Cees P. M.} and Lorelei Lingard",

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

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