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Compare and contrast how each theory is applicable to medical education,…

- - - - Self-esteem, goals and full autonomy are key learning elements
      - Grades do not matter
- - - - Despite different methods, Medical students still need to memorise large volume of information, eg anatomy and physiology
      - must be used appropriately to avoid cognitive overload. ie must ensure basic knowledge present to be able to build upon it . It assumes experience and prior knowledge
        
        pitch at the right level
        
        PBL must be pitched at the right level.
      - Cognitive schemata
        accumulated experiences
        
        clinical presentation curriculum utilising worked up clinical presentations by experts.
        
        teaching diagnostic reasoning via case based worked examples by experts
    - - Organise
        
        mnemonic
    - - leads to deep understanding, builds upon knowledge
      - learning ideas rather than just information
- - - - Discovery Learning (Bruner)
        
        teaching designed to facilitate own learning e.g. encourage students to read up on conditions they encountered that day on the wards
        
        more likely to remember concepts they discovered themselves- consider problem based learning or case based learning
        
        students to participate in the process of acquiring knowledge
        
        Limitations: relies on students being motivated to engage with their learning
      - Developmental Theory (Piget)
        
        adjust teaching based on what stage of their career the learner is i.e you should not teach a first year medical student the same as you would an FY1
        
        should learn from peers as well as from mistakes -> in medical education, this might mean learning from other medical professionals and shadowing others at work
        
        learners react differently to learning according to stages of development
        
        Limitations: not always easy to determine how much prior knowledge and experience a student has, difficult to tailor to each student if teaching a large group
    - - Cognitive Apprenticeship
        
        clinical placements- more junior members observe more senior clinicians
        
        work based learning, work based assessments
        
        people learn from one another, through observation, imitation and modelling
        
        Limitations: service provision often interferes with opportunities for learning, requires good modelling- may not always learn best practice if following other's examples
        
        Peer to peer teaching e.g. OSCE groups, practising clinical examinations in pairs
        
        Near peer teaching- e.g. a final year medical student shadowing an FY1 to learn the practicalities of the job
      - Communities of Practice
        
        Examples of CoPs: cardiology team, foundation doctor trainees, BAME healthcare professionals
        
        allows people to learn from each other and experts in that particular field
        
        collective of people who have a shared set of objectives, collaborating over an extended period of time, sharing ideas and strategies
        
        Legitimate peripheral participation
        
        provides motivation for learners
        
        e.g. 1st year med student on their first placement gradually becoming more skilled and becoming more central participant by the time they are in final year
        
        Limitations: requires veteran members of the CoP to engage with new members- level of engagement will often differ quite significantly based from one group to another therefore difficult to standardise