TY  - JOUR
T1  - A social learning perspective on the development of doctors in the UK National Health Service
A1  - Spilg,Edward
A1  - Siebert,Sabina
A1  - Martin,G.
AU  - Spilg,Edward
AU  - Siebert,Sabina
AU  - Martin,G.
PY  - 2012
Y1  - 2012
N2  - How best to develop doctors is a problem for many healthcare systems. The current trend towards competence-based models, especially in UK postgraduate medical education, appears to neglect lessons emerging from social learning theories in the workplace. However, social learning itself, especially communities of practice (CoP), also has shortcomings because it needs to take into account broader social, economic and political factors. Our contribution is to show how an extended version of CoP might shed light on the education and development of doctors by drawing on data from a qualitative interview study of participants’ experiences of three eras of postgraduate medical education. We also make recommendations for further research and practice in this critical field of healthcare.
AB  - How best to develop doctors is a problem for many healthcare systems. The current trend towards competence-based models, especially in UK postgraduate medical education, appears to neglect lessons emerging from social learning theories in the workplace. However, social learning itself, especially communities of practice (CoP), also has shortcomings because it needs to take into account broader social, economic and political factors. Our contribution is to show how an extended version of CoP might shed light on the education and development of doctors by drawing on data from a qualitative interview study of participants’ experiences of three eras of postgraduate medical education. We also make recommendations for further research and practice in this critical field of healthcare.
UR  - http://eprints.gla.ac.uk/64965/
U2  - 10.1016/j.socscimed.2012.06.014
DO  - 10.1016/j.socscimed.2012.06.014
M1  - Article
JO  - Social Science and Medicine
JF  - Social Science and Medicine
SN  - 0277-9536
IS  - 9
VL  - 75
SP  - 1617
EP  - 1624
ER  -