A social learning perspective on the development of doctors in the UK National Health Service

Edward Spilg, Sabina Siebert, G. Martin

    Research output: Contribution to journalArticlepeer-review

    16 Citations (Scopus)

    Abstract

    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.
    Original languageEnglish
    Pages (from-to)1617-1624
    Number of pages8
    JournalSocial Science and Medicine
    Volume75
    Issue number9
    DOIs
    Publication statusPublished - Nov 2012

    Keywords

    • Models, Educational
    • Qualitative Research
    • Learning
    • Competency-Based Education
    • Humans
    • Psychological Theory
    • Interprofessional Relations
    • Great Britain
    • State Medicine
    • Adult
    • Education, Medical, Graduate
    • Middle Aged
    • Female
    • Male

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