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Contract learning, clinical learning and clinicians

G Parsell1, J Bligh

  • 1University Medical Education Unit, University of Liverpool, UK.

Postgraduate Medical Journal
|May 1, 1996
PubMed
Summary
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Learning contracts foster independent, lifelong learning skills essential for all students. This approach, negotiated between teacher and learner, is particularly effective in clinical settings for medical education reform.

Area of Science:

  • Medical Education
  • Adult Learning Theory
  • Pedagogy

Background:

  • Modern education emphasizes developing independent, self-directed learners capable of lifelong learning.
  • This educational trend is evident across all levels, including undergraduate medical education, hospital doctor training, and continuing medical education.
  • Generic skills and personal characteristics are crucial for learners to adapt and thrive throughout their lives.

Purpose of the Study:

  • To examine the theoretical underpinnings of contract-learning.
  • To explore the applicability and effectiveness of contract-learning in clinical educational environments.

Main Methods:

  • Literature review of educational theories on self-directed learning.
  • Analysis of the principles and structure of learning contracts.

Related Experiment Videos

  • Discussion of the relevance of contract-learning to clinical practice and medical education.

    • Main Results:

    • Learning contracts, negotiated between educators and learners, are powerful tools for promoting independent learning.
    • The theoretical basis of contract-learning aligns with the need for lifelong learning skills in healthcare professionals.
    • Contract-learning offers a structured yet flexible approach to enhance learner autonomy in medical training.

    Conclusions:

    • Contract-learning provides a robust framework for fostering self-directed learning in medical education.
    • Implementing learning contracts can support the development of essential generic skills and personal characteristics for healthcare professionals.
    • This pedagogical approach is highly relevant to current reforms in medical training and continuing professional development.