How doctors learn

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Abstract
The author proposes a theory of how physicians learn that uses clinical problem solving as its central feature . His theory , which integrates insights from Maslow , Schon , Norman , and others , claims that physicians-in-training and practicing physicians learn largely by deriving insights from clinical experience . These insights allow the learner to solve future problems and thereby address the learner's basic human needs for security , affiliation , and self-esteem . Ensuring that students gain such insights means that the proper roles of the teacher are ( 1 ) to select problems for students to solve and offer guidance on how to solve them , and ( 2 ) to serve as a role model of how to reflect on the problem , its solution , and the solution's effectiveness . Three principles guide instruction within its framework for learning : ( 1 ) learners , whether physicians-in-training or practicing physicians , seek to solve problems they recognize they have ; ( 2 ) learners want to be involved in their own learning ; and ( 3 ) instruction must both be time-efficient and also demonstrate the range of ways in which students can apply what they learn . The author concludes by applying the theory to an aspect of undergraduate education and to the general process of continuing medical education .

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