Alternative Types of Learning in Clinical Specialty-Interest Areas of Family-Practice Medicine

Results from the analysis suggest that family-practice specialists are challenged by a complex dilemma, which apparently makes learning and teaching relative to going into specialty-interest areas from family practice puzzling and potentially problematic. Due to the high level of risk in medical practice, resolving this dilemma becomes essential for reasonably handling the potential occurrences of untoward events. Resolution of this dilemma entails a broader awareness of risk management, rescue, and recovery in dealing with such occurrences. While any type of learning can be used to instruct relatively safe medical practices, only types of learning that are grounded in social-cognitive learning can effectively and efficiently instruct risky medical practices. The method that best operationalizes social-cognitive learning is cognitive apprenticeship, which can be supplemented with the BOGERD technique.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• DePaul, Gary Andrew

Contributors dc:contributor

• Farmer, James A., Jr.

• Education, Adult and Continuing

Language dc:language

eng

Identifier

(MiAaPQ)AAI9904431

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80243