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Conn JJ, Lake FR, McColl GJ, et al. Clinical teaching and learning: from theory and research to application. Med J Aust. 2012;196(8):527doi: 10.5694/mja10.11473.
Conn, J. J., Lake, F. R., McColl, G. J., Bilszta, J. L., & Woodward-Kron, R. (2012). Clinical teaching and learning: from theory and research to application. The Medical journal of Australia, 196(8), 527. https://doi.org/10.5694/mja10.11473
Conn, Jennifer J, et al. "Clinical teaching and learning: from theory and research to application." The Medical journal of Australia vol. 196,8 (2012): 527. doi: https://doi.org/10.5694/mja10.11473
Conn JJ, Lake FR, McColl GJ, Bilszta JL, Woodward-Kron R. Clinical teaching and learning: from theory and research to application. Med J Aust. 2012 May 07;196(8):527. doi: 10.5694/mja10.11473. PMID: 22571313.
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Med J Aust. 2012 May 07;196(8):527. doi: 10.5694/mja10.11473.

Clinical teaching and learning: from theory and research to application.

The Medical journal of Australia

Jennifer J Conn, Fiona R Lake, Geoffrey J McColl, Justin L C Bilszta, Robyn Woodward-Kron

Affiliations

  1. Department of Medicine, Royal Melbourne Hospital, University of Melbourne, Melbourne, VIC, Australia. [email protected]

PMID: 22571313 DOI: 10.5694/mja10.11473

Abstract

Learning in the clinical setting is the cornerstone of medical school education, but there are strong imperatives to optimise the ways in which students acquire clinical expertise. Deliberate practice is characterised by attention, concentration, effort and repetition of skills; it is an important tool for developing and maintaining professional expertise. Research has led to a greater understanding of how medical students develop core clinical skills, especially in the areas of diagnostic reasoning, communication and physical examination. Advances in information technology and instructional design are helping to strengthen the links between formal educational activities and opportunistic learning in the clinical setting.

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