Combining classroom and workplace teaching to deliver physical examination teaching: A theoretical approach

This article was migrated. The article was not marked as recommended. Medical educators work to better prepare students for clinical work by constantly evolving medical curricula. The 'integrated curriculum' was designed to be repetitive but progressive with the aim to reduce disconnect between basic science and clinical practice. The problems arose when classroom teaching and clinical exposure happen as isolated events rather than being part of the same learning experience. This piece presents a theoretical overview of the benefits and drawbacks of combining classroom and workplace teaching to deliver physical examination teaching. The Adult learning theory proposes that this methods of teaching would promote their interest in meaningful learning. Furthermore, combining cognitivism and constructivism approaches to create and then build on schemata offers an effective way to transfer learning. There is however recognition of the limitations that primarily focus of the individuality of students with which teachers can struggle to respond.