Experiential learning during general practice education and training

Conclusion: The essence of experiential learning has not changed over the years, but its place in the medical curriculum has. It no longer forms the basis of medical education but is part of the educational programme. Nowadays, emphasis is more on structure and conten

Experiential learning during general practice education and training

Veen M, Snijders-Blok B, Bareman F, Bueving H. Experiential learning during general practice education and training. Huisarts Wet 2015;58(1):6-10. Background: To gain insight into the background and development of experience-sharing during general practice training, from a historical perspective. Method: The literature was searched and members of staff who were involved in the development of experiential learning were interviewed. Results: The motivation to incorporate experiential learning in general practice education and training is a consequence of the social and educational context of the 1970s. Training not only focuses on the medical aspects of general practice but especially on the doctor–patient relationship and the role of the doctor’s personality in this. Experiential learning formed the basis of the educational programme, in which emphasis was on the freedom of trainee doctors to structure their own education. Experiential learning enabled students to share their experiences and to learn from each other and formed the basis of education and training on refresher days. The Balint method was a source of inspiration for GPs in the 1970s and served as model for the introduction of experiential learning and the involvement of behavioural scientists. After the undergraduate phase of training, experiential learning was expected to bring about a change of culture and contribute to general practice medicine as ’continuous, integral, and personalized care’. Nowadays, the content of refresher days is established in advance and the function of experience-sharing as the source of the educational programme on refresher days has elapsed. The aim of cultural changes is also no longer relevant. However, the goal that general practice trainees share experiences and support each other is still very relevant. Conclusion: The essence of experiential learning has not changed over the years, but its place in the medical curriculum has. It no longer forms the basis of medical education but is part of the educational programme. Nowadays, emphasis is more on structure and content.</p

Didactic and technical considerations when developing e-learning and CME

Several usability issues were encountered during the design of a blended e-learning program for a course in evidence-based medicine for general practice trainers. The program was developed in four steps. We focused in this article on step 2 and 3. Step 2 focused on which educational principles to apply, that is, which learning theories, instructional designs and other theories should influence the program. Step 3 focused on the design elements, namely whether to use hypermedia and/or multimedia, and what screen design and which font to use. This article presents the important issues in designing an e-course and provides an impression of the complexity of designing high quality e-learning in particular for continuing medical education (CME)

Didactic and technical considerations when developing e-learning and CME

Abstract Several usability issues were encountered during the design of a blended elearningprogram for a course in evidence-based medicine for general practice trainers.The program was developed in four steps. We focused in this article on step 2 and 3.Step 2 focused on which educational principles to apply, that is, which learningtheories, instructional designs and other theories should influence the program. Step3 focused on the design elements, namely whether to use hypermedia and/or multimedia,and what screen design and which font to use. This article presents the importantissues in designing an e-course and provides an impression of the complexity ofdesigning high quality e-learning in particular for continuing medical education (CME).15 Halama