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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Maintaining competence in the field: learning about practice, through practice, in practice.

Glenn Regehr1, Maria Mylopoulos

  • 1The Wilson Centre; Toronto, Ontario, Canada. g.regehr@utoronto.ca

The Journal of Continuing Education in the Health Professions
|December 6, 2008
PubMed
Summary
This summary is machine-generated.

Formal continuing education models often rely on unsupported assumptions about adult learners. Practitioners likely maintain competence through learning from real-world problem-solving experiences in their daily work.

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Area of Science:

  • Continuing Professional Development
  • Adult Learning Theory
  • Professional Competence Maintenance

Background:

  • Current formal continuing education models are based on unsubstantiated assumptions about adult, self-directed learners.
  • Despite theoretical flaws, practitioners generally maintain professional competence.
  • Existing models may not fully capture how professionals learn and adapt.

Purpose of the Study:

  • To critically examine the assumptions underpinning formal continuing education for professionals.
  • To identify alternative or complementary learning sources for continuing professional development.
  • To explore the role of experiential learning in maintaining professional competence.

Main Methods:

  • Literature review of adult learning theories and continuing education models.
  • Analysis of assumptions regarding the 'self-directed learner' construct.
  • Exploration of experiential learning derived from practical problem-solving.

Main Results:

  • Key assumptions about adult, self-directed learners in formal continuing education lack empirical support.
  • Practitioners' competence is maintained despite the limitations of current formal education models.
  • Learning from personal experiences in daily practice emerges as a significant factor in professional development.

Conclusions:

  • Rethinking the theoretical underpinnings of continuing professional development is necessary.
  • Experiential learning from practical problem-solving is a crucial, often overlooked, component of professional learning.
  • Future models should integrate or acknowledge the importance of practice-based learning for maintaining competence.