Bridging the gap between CBME in theory and practice: the role of a teacher community

The success of curricular reforms is dependent on the teachers who put the reforms into practice. In medical education, clinicians as teachers are important in this endeavour and the educational organization can learn from their efforts. The ‘Vygotsky space’ construct may help to analyze the learnin...

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Autores principales: Gercama, Ale, van Lankveld, Thea, Kleinveld, Johanna, Croiset, Gerda, Kusurkar, Rashmi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Bohn Stafleu van Loghum 2014
Materias:
Show & Tell
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4263791/
https://www.ncbi.nlm.nih.gov/pubmed/25488188
http://dx.doi.org/10.1007/s40037-014-0147-7
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author Gercama, Ale
van Lankveld, Thea
Kleinveld, Johanna
Croiset, Gerda
Kusurkar, Rashmi
author_facet Gercama, Ale
van Lankveld, Thea
Kleinveld, Johanna
Croiset, Gerda
Kusurkar, Rashmi
author_sort Gercama, Ale
collection PubMed
description The success of curricular reforms is dependent on the teachers who put the reforms into practice. In medical education, clinicians as teachers are important in this endeavour and the educational organization can learn from their efforts. The ‘Vygotsky space’ construct may help to analyze the learning process between teachers and organization. A case study is presented that shows how a teaching community acted as an enabler in this learning process.
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spelling pubmed-42637912014-12-15 Bridging the gap between CBME in theory and practice: the role of a teacher community Gercama, Ale van Lankveld, Thea Kleinveld, Johanna Croiset, Gerda Kusurkar, Rashmi Perspect Med Educ Show & Tell The success of curricular reforms is dependent on the teachers who put the reforms into practice. In medical education, clinicians as teachers are important in this endeavour and the educational organization can learn from their efforts. The ‘Vygotsky space’ construct may help to analyze the learning process between teachers and organization. A case study is presented that shows how a teaching community acted as an enabler in this learning process. Bohn Stafleu van Loghum 2014-12-09 2014-12 /pmc/articles/PMC4263791/ /pubmed/25488188 http://dx.doi.org/10.1007/s40037-014-0147-7 Text en © The Author(s) 2014 https://creativecommons.org/licenses/by/4.0/ Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.
spellingShingle Show & Tell
Gercama, Ale
van Lankveld, Thea
Kleinveld, Johanna
Croiset, Gerda
Kusurkar, Rashmi
Bridging the gap between CBME in theory and practice: the role of a teacher community
title Bridging the gap between CBME in theory and practice: the role of a teacher community
title_full Bridging the gap between CBME in theory and practice: the role of a teacher community
title_fullStr Bridging the gap between CBME in theory and practice: the role of a teacher community
title_full_unstemmed Bridging the gap between CBME in theory and practice: the role of a teacher community
title_short Bridging the gap between CBME in theory and practice: the role of a teacher community
title_sort bridging the gap between cbme in theory and practice: the role of a teacher community
topic Show & Tell
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4263791/
https://www.ncbi.nlm.nih.gov/pubmed/25488188
http://dx.doi.org/10.1007/s40037-014-0147-7
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