130
Views
4
CrossRef citations to date
0
Altmetric
Original

The three-hour meeting: A socio-cultural approach to engage junior doctors in education

&
Pages 933-937 | Published online: 30 Oct 2009

References

  • Bateson G. Steps to an ecology of mind. The University of Chicago Press, Chicago, Ill 2000
  • Bleakley A. ‘Pre-registration house officers and ward-based learning: A ‘new apprenticeship’ model’. Med Educ 2002; 36: 9–15
  • Bleakley A. ‘Broadening conceptions of learning in medical education: The message from teamworking’. Med Educ 2006; 40: 150–157
  • CanMEDS 2000. The Royal College of Physicians and Surgeons of Canada's Canadian Medical Education Directions for Specialists 2000 Project – September 1996. Ottawa, Ontario: CanMEDS.
  • Engeström Y, Middleton D. Cognition and communication at work. Cambridge University Press, Cambridge 1996
  • Graffam B. ‘Active learning in medical education: Strategies for beginning implementation’. Med Teach 2007; 29: 38–42
  • Guile D, Young M. ‘Apprenticeship as a conceptual basis for a social theory of learning’. J Vocat Educ Training 1998; 50: 173–193
  • Hutchins E. ‘How a cockpit remembers its speeds’. Cognitive Sci 1995; 19: 265–288
  • Kolb DA. Experiential learning. Experience as the source of learning and development. Prentice-Hall, N.J, Englewood Cliffs 1984
  • Lave J, Wenger E. Situated learning. Legitimate peripheral participationReprinted. Cambridge University Press, Cambridge 1999
  • Piaget J. Piaget theories 1970, http://www.piaget.org
  • Schon DA. Educating the reflective practitioner. Toward a new design for teaching and learning in the professions. The Jossey-Bass Higher Education Series. Jossey-Bass, San Francisco 1987
  • Sfard A. ‘On two metaphors for learning and the dangers of choosing just one’. Educ Researcher 1998; 27: 4–13
  • Vygotskij LS. Mind in society. The development of higher psychological processes. Harvard University Press, Cambridge, MA 1978
  • Wenger E. Communities of practice. Learning, meaning, and identityReprint. Cambridge University, Cambridge, Cambridge, MA 1999

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.