Titlebook: How Doctors Think and Learn; Derek Burke Book 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Na

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Tacit Knowledge Revisitedpredominantly neurophysiological and cognitive perspective. This compliments the work of Polanyi and Collins discussed in the chapter on tacit knowledge. A structure for knowledge comprising three domains is described which spans the full range from explicit to tacit knowledge.

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Forehead-Lift

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Experiential Learning Theory of ELT is considered in terms of its development from the basic concept that knowledge is created as a result of experience. This process is mediated through a number of learning styles which leads to the production of specific types of knowledge. An individual’s preferred learning style is determi

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Constructivism and Objectivismontributions to constructivism of its major proponents, Vygotsky (zone of proximal development and more capable peer), Bruner (scaffolding) and Piaget (schemas). It goes on to consider Piaget’s schemas in light of Eraut’s work on routinisations.

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Assessment and Appraisalrent types of assessment: formative, summative and ipsative. The various tools available for assessment are considered. Miller’s framework for the assessment of clinical skills, competence and performance is reviewed and finally The General Medical Council enhanced appraisal system is discussed.

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