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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...

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Related Experiment Video

Updated: Jun 22, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Transitional clerkship: an experiential course based on workplace learning theory.

Eva H Chittenden¹, Duncan Henry, Varun Saxena

¹Palliative Care Service, Massachusetts General Hospital, Boston, Massachusetts, USA. echittenden@partners.org

Academic Medicine : Journal of the Association of American Medical Colleges

|June 25, 2009

Summary

Medical students experience anxiety when starting clerkships. A new transitional clerkship (TC) model improved student confidence and role clarity compared to traditional courses.

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Area of Science:

Medical Education
Workplace Learning Theory
Clinical Transition

Background:

Starting clinical clerkships causes anxiety for medical students.
Traditional classroom-based courses may not optimally prepare students for clinical environments.
Workplace learning theory offers an alternative framework for medical training.

Purpose of the Study:

To develop and evaluate a seven-day transitional clerkship (TC) integrating workplace learning principles.
To improve the transition from preclerkship to clerkship for medical students.
To enhance student confidence and understanding of roles in the clinical setting.

Main Methods:

A seven-day transitional clerkship (TC) was implemented, with half the time spent in the hospital.
Students participated in simulated patient care scenarios and received feedback from preceptors.
Learners engaged in shadowing activities to understand ward logistics and team roles.

Main Results:

TC students reported higher satisfaction compared to previous classroom-based courses.
Students demonstrated improved clarity regarding their roles and increased confidence.
Preceptors expressed enthusiasm and willingness to continue participating in the TC program.

Conclusions:

The transitional clerkship effectively translates workplace learning theory into practice.
The TC model enhances student satisfaction, role understanding, and confidence.
This approach offers a valuable model for preparing medical students for clinical clerkships.