Provoking a Conversation Around Students' and Supervisors' Expectations Regarding Workplace Learning.

: This study presents a tool that can facilitate a conversation about students' and supervisors' expectations concerning responsibilities during workplace learning. : It is often unclear who is responsible for facilitating learning opportunities in the workplace. In order to increase learning opportunities, it is important that expectations are discussed and alignment is reached between the student's and supervisor's expectations.

Supporting Students With Electronic Health Record-Embedded Learning Aids: A Mixed-Methods Study.

Background: Students often perceive workplace-based learning as disconnected from what they learn in medical school. Interventions that deal with this issue regularly involve feedback and/or learning aids. Feedback has frequently been encouraged in previous research, whereas the use of aids is less understood.

A Qualitative Exploration of Multiple Perspectives on Transfer of Learning Between Classroom and Clinical Workplace.

Unlabelled: Phenomenon: Transfer of learning between classroom and workplace appears to be difficult. Various conceptions about learning in either the classroom or the workplace exist among stakeholders, yet little is known about their conceptions of the transfer of learning between both settings. This study explored stakeholders' conceptions about transfer of learning between classroom-based learning and workplace practice.

Enhancing the connection between the classroom and the clinical workplace: A systematic review.

Introduction: Although medical students are increasingly exposed to clinical experiences as part of their training, these often occur parallel with, rather than connected to, their classroom-based learning experiences. Additionally, students seem to struggle with spontaneously making the connection between these spheres of their training themselves. Therefore, this systematic review synthesized the existing evidence about educational interventions that aim to enhance the connection between learning in the classroom and its application in the workplace.

4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93.

Medical education increasingly stresses that medical students should be prepared to take up multiple roles as a health professional. This requires the integrated acquisition of multiple competences such as clinical reasoning and decision making, communication skills and management skills. To promote such complex learning, instructional design has focused on the use of authentic, real-life learning tasks that students perform in a real or simulated task environment.

Can training improve laypersons helping behaviour in first aid? A randomised controlled deception trial.

Background: There is limited evidence indicating that laypersons trained in first aid provide better help, but do not help more often than untrained laypersons. This study investigated the effect of conventional first aid training versus conventional training plus supplementary training aimed at decreasing barriers to helping.

Methods: The authors conducted a randomised controlled trial.

How competent do general practice residents feel and why?

Background: General practice residency aims to produce competent general practitioners (GPs) who will practice independently, i.e. who demonstrate adequate levels of actual and self-perceived competence.

Usable knowledge, hazardous ignorance - beyond the percentage correct score.

Background: Little attention has been paid to the metacognitive ability of medical students.

Aim: We used confidence marking to explore certainty of knowledge and ignorance.

Methods: One hundred and twenty-seven of 169 general practice trainees took part.

Can ill-structured problems reveal beliefs about medical knowledge and knowing? A focus-group approach.

Background: Epistemological beliefs (EB) are an individual's cognitions about knowledge and knowing. In several non-medical domains, EB have been found to contribute to the way individuals reason when faced with ill-structured problems (i.e.

Effectiveness of nonresuscitative first aid training in laypersons: a systematic review.

Study Objective: This study reviewed evidence on the effects of nonresuscitative first aid training on competence and helping behavior in laypersons.

Methods: We identified randomized and nonrandomized controlled trials and interrupted time series on nonresuscitative first aid training for laypersons by using 12 databases (including MEDLINE, EMBASE, and PsycINFO), hand searching, reference checking, and author communication. Two reviewers independently evaluated selected studies with the Cochrane Effective Practice and Organisation of Care Review Group quality criteria.

Introducing the concept of epistemological beliefs into medical education: the hot-air-balloon metaphor.

The authors draw attention to the need to introduce the concept of epistemological beliefs into medical education. Epistemological beliefs are the cognitions (i.e.

A computerized adaptive knowledge test as an assessment tool in general practice: a pilot study.

Advantageous to assessment in many fields, CAT (computerized adaptive testing) use in general practice has been scarce. In adapting CAT to general practice, the basic assumptions of item response theory and the case specificity must be taken into account. In this context, this study first evaluated the feasibility of converting written extended matching tests into CAT.