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 journalArticle

    14 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

    Fingerprint

    National Health Programs
    social learning
    Medical Education
    health service
    Delivery of Health Care
    Politics
    Workplace
    Mental Competency
    education
    Economics
    political factors
    Interviews
    learning theory
    qualitative interview
    Education
    economic factors
    social economics
    social factors
    community
    neglect

    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

    Cite this

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    title = "A social learning perspective on the development of doctors in the UK National Health Service",
    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.",
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    author = "Edward Spilg and Sabina Siebert and G. Martin",
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    A social learning perspective on the development of doctors in the UK National Health Service. / Spilg, Edward; Siebert, Sabina; Martin, G.

    In: Social Science and Medicine, Vol. 75, No. 9, 11.2012, p. 1617-1624.

    Research output: Contribution to journalArticle

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    T1 - A social learning perspective on the development of doctors in the UK National Health Service

    AU - Spilg, Edward

    AU - Siebert, Sabina

    AU - Martin, G.

    N1 - Copyright © 2012 Elsevier Ltd. All rights reserved.

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    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.

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    KW - Qualitative Research

    KW - Learning

    KW - Competency-Based Education

    KW - Humans

    KW - Psychological Theory

    KW - Interprofessional Relations

    KW - Great Britain

    KW - State Medicine

    KW - Adult

    KW - Education, Medical, Graduate

    KW - Middle Aged

    KW - Female

    KW - Male

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