Abstract
This article presents an overview of educational theories focusing on undergraduate health professions education. It represents yet another attempt at untangling the complex issues of what learning theories are about, and how they can inform health professions education. The roles of "self-directed learning" and social interaction in undergraduate medical education are critically discussed; two relevant educational principles are proposed.
| Original language | English |
|---|---|
| Article number | 236 |
| Pages (from-to) | 1-5 |
| Number of pages | 5 |
| Journal | Pan African Medical Journal |
| Volume | 36 |
| DOIs | |
| State | Published - 1 May 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Health professions education
- Learning theory
- Medical education
- Undergraduate
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