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Whatever happened to apprenticeship learning?
Author(s) -
Caldwell Gordon
Publication year - 2011
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/j.1743-498x.2011.00456.x
Subject(s) - apprenticeship , situated , situated learning , context (archaeology) , tutor , workplace learning , medical education , cognitive apprenticeship , experiential learning , psychology , pedagogy , medicine , work (physics) , computer science , artificial intelligence , engineering , geography , mechanical engineering , archaeology
Summary Background: I have been a clinical tutor for 10 years in Worthing Hospital, UK. During this time I have seen an increased emphasis on classroom teaching, assessments in controlled situations and simulation, rather than on apprenticeship learning during well‐supervised clinical working. Context: At the educational conference on ‘Learning without Leaving the Workplace’ hosted by my hospital, I had an opportunity to present my reflections on apprenticeship or situated learning. This article is a summary of that talk. Implications: The relatively new model of ‘situated learning’ offers an opportunity for academics and clinicians to revitalise the apprenticeship model of learning in, and being stimulated by, the clinical workplace.