A social learning perspective on the development of doctors in the UK National Health Service
How best to develop doctors is a problem for many healthcare systems. The current trend towards competence-based models, especially in UK postgraduate medical education, appears to neglect lessons emerging from social learning theories in the workplace. However, social learning itself, especially communities of practice (CoP), also has shortcomings because it needs to take into account broader social, economic and political factors. Our contribution is to show how an extended version of CoP might shed light on the education and development of doctors by drawing on data from a qualitative interview study of participants’ experiences of three eras of postgraduate medical education. We also make recommendations for further research and practice in this critical field of healthcare.
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Volume (Year): 75 (2012)
Issue (Month): 9 ()
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- Williams, Allan M. & Baláz, Vladimir, 2008. "International return mobility, learning and knowledge transfer: A case study of Slovak doctors," Social Science & Medicine, Elsevier, vol. 67(11), pages 1924-1933, December.
- Jippes, Erik & Achterkamp, Marjolein C. & Brand, Paul L.P. & Kiewiet, Derk Jan & Pols, Jan & van Engelen, Jo M.L., 2010. "Disseminating educational innovations in health care practice: Training versus social networks," Social Science & Medicine, Elsevier, vol. 70(10), pages 1509-1517, May.
- Irena Grugulis & Dimitrinka Stoyanova, 2011. "The missing middle: communities of practice in a freelance labour market," Work, Employment & Society, British Sociological Association, vol. 25(2), pages 342-351, June.
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