Experiential Learning in Clinical Education Guided by the Kolb’s Experiential Learning Theory

Abstract

In clinical education, experiential learning can be an important component of the instructional process. We know that in medical college hospitals, learning that takes place at patient’s bed side or in wards is totally different from learning that takes place in the classroom. Each patient encounter is a new learning experience where new information is internalized and applied in the context of previous knowledge and experience. This emphasizes the importance of experiential learning where medical students should have the opportunity to effectively and efficiently internalize, process, and apply new information. However, a major global challenge for the clinical education is the workload placed on the clinical teachers, who struggle to divide time between clinical, teaching, administrative, and other duties. Experiential learning helps to form an integrated approach to clinical teaching that simplifies the relationship between a physician’s clinical and educational duties and erase the distinction between teaching and patient care duties; the students are also benefited. Kolb proposed experiential learning theory, a four-stage cyclical model of knowledge development that combined individuals’ conscious recognition and transformation of experience, which was first published in 1984.Experiential learning can be applied throughout the medical educational environment by institutional development programmes, including longitudinal outcome assessment, curriculum development, student development, and faculty development. The use of experiential learning, where students are purposefully engaged in direct experience with an emphasis on reflection, increases the ability of students to develop clinical skills and competences during their clinical phase of medical education. This review paper aims to discuss how experiential learning can be integrated in clinical education.International Journal of Human and Health Sciences Vol. 06 No. 02 April’22 Page: 155-160

Levels of Nursing Ethics Knowledge among Students without Clinical Experience

“…It is crucial to note that nursing students who need clinical practice experience exhibit limitations in understanding nursing ethics despite receiving coursework on nursing ethics in fundamental nursing courses (Huynh & He, 2018). Practical experience in clinical settings plays a crucial role in internalizing and applying knowledge (Nurunnabi et al, 2022). The results of this study align with previous findings that practical experience in clinical environments allows students to confront ethical nursing situations directly, face conflicting values, and experience the pressure of ethical decisionmaking.…”

Staff knowledge, attitudes and confidence levels for fall preventions in older person long-term care facilities: a cross-sectional study

“…Our sample scored better than hospital nursing staff, using a similar fall-knowledge test, where almost 60% had an inadequate level of knowledge (scores of 16 or less out of 33 points) [ 47 ]. Additionally, our findings indicate that LTCF staff members’ increasing years of clinical experience caring for older people increased their knowledge of falls; i.e., that practical clinical experience can increase knowledge [ 48 ]. Previous studies examining staff knowledge of fall prevention among older people in other settings also found that staff knowledge was affected by practical experience [ 21 , 49 ].…”

WeChat mini program in laboratory biosafety education among medical students at Guangzhou Medical University: a mixed method study of feasibility and usability

“…Kolb’s experiential learning model (ELM) is a learner-centered model that is widely used in clinical education [ 8 ]. In this model, active learners acquire and process knowledge according to their own individual needs.…”

“…The process of learning is perceived as a continuously diverging and deepening process, during which knowledge is built on experience gained at four stages of the learning cycle (see Fig. 1 ) [ 8 ]. As a result, the knowledge they acquire is more meaningful and likely to be retained for a longer period of time.…”

“…As a result, the knowledge they acquire is more meaningful and likely to be retained for a longer period of time. ELM has been demonstrated to increase learning motivation and satisfaction, as well as clinical competence [ 8 ].…”