Maximize Workplace-Based Learning Through Application of Learning Theories

Abstract

Workplace-based learning refers to a learning experience that enables medical students to acquire knowledge and skills via supervised application of their professional roles in authentic workplace settings. The learning triad in workplace learning comprises patients, medical students, and doctor–teacher. The success and effectiveness of workplace-based learning will eventually be determined by the kind of interaction and relationship between these stakeholders. There are three components of workplace learning, namely task, context, and learner. Learning theories occupy a special place in not only determining how people learn but also laying down the platform for medical educators to facilitate learning among medical students. To conclude, workplace-based learning is a crucial and indispensable component of medical undergraduate training. Acknowledging the merits of the same, it is crucial that it needs to be strengthened in each of the medical colleges. Further, awareness about learning theories and the application of the same for facilitating learning among medical students in workplace settings can prove to be instrumental, and thus medical educators should always work on the similar lines.

Keywords

• learning theories
• medical students
• workplace-based learning