Abstract

Insight as a measure of educational efficacy � the implications of social learning theory

Author(s): Mr Paul Kneath Jones,Dr Aidan Byrne,Dr Aidan Byrne

Medical education has progressed from students learning isolated facts towards an emphasis on learning as a more complex, interactive process supported by early clinical contact and the presentation of material within a clinical context. This process has used a wide variety of educational theories to explain and justify these changes. A new Graduate Entry Programme (GEP) included simulated and real clinical contact as an integral part of the teaching programme from the first week, with an emphasis on challenging the students to attempt clinical skills and make clinical judgements. Students were asked to provide feedback on their experiences which were analysed using a qualitative, grounded approach. The interactive approach was rated highly and although students often found the sessions challenging and sometimes “terrifying”, they indicated that they were gaining insight into both their own behaviour and that of other health care professionals and of patients. These data support the ‘Social Learning Theory’ advanced by Bandura and indicate that evaluating the insight gained by students may be a valuable method for evaluating the efficacy of teaching interventions.