Clinical teachers and problem-based learning: A phenomenological study

Tim Dornan, Albert Scherpbier, Nigel King, Henny Boshuizen

Research output: Contribution to journalArticle

44 Citations (Scopus)

Abstract

AIM: To explore how clinicians perceive their roles in problem-based medical education, and how closely those perceptions link to the curriculum they teach. METHOD: All 14 general physicians in a teaching hospital took part in 6 semistructured discussions, which were analysed phenomenologically. RESULTS: Third year clinical teaching was described in terms that bore little relation to problem-based learning (PBL). Teachers placed great importance on the social dimension of professional learning. They expressed strongly positive affects towards learners and their learning that they found hard to express as PBL tutors. Their narratives of education were remarkably divorced from modern day clinical practice. CONCLUSIONS: Problem-based method lacked some important conditions for professional teaching and learning. Traditional apprenticeship is unsustainable under present day conditions of practice. There is a need for new educational methods that help the learner to build a professional identity through social interaction with practitioners.

LanguageEnglish
Pages163-170
Number of pages8
JournalMedical Education
Volume39
Issue number2
Early online date28 Jan 2005
DOIs
Publication statusPublished - Feb 2005

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Problem-Based Learning
Learning
Teaching
teacher
learning
Divorce
Interpersonal Relations
Medical Education
Teaching Hospitals
Curriculum
apprenticeship
Physicians
Education
tutor
education
physician
narrative
curriculum
present
interaction

Cite this

Dornan, Tim ; Scherpbier, Albert ; King, Nigel ; Boshuizen, Henny. / Clinical teachers and problem-based learning : A phenomenological study. In: Medical Education. 2005 ; Vol. 39, No. 2. pp. 163-170.
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Clinical teachers and problem-based learning : A phenomenological study. / Dornan, Tim; Scherpbier, Albert; King, Nigel; Boshuizen, Henny.

In: Medical Education, Vol. 39, No. 2, 02.2005, p. 163-170.

Research output: Contribution to journalArticle

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