This Guide provides an overview of educational theory relevant to learning from experience.
It considers experience gained in clinical workplaces from early medical student days …

Whilst much is debated about the importance of experiential learning in curriculum development,
the concept only becomes effective if it is applied in an appropriate way. We believe …

… Correspondence: Pim W Teunissen, Maastricht University, Department of Educational
Research and Development, PO Box 616, 6200 MD Maastricht, the Netherlands. Tel: 00 31 20 …

Introduction The guidelines offered in this paper aim to amalgamate the literature on formative
feedback into practical Do’s, Don’ts and Don’t Knows for individual clinical supervisors …

In competency-based medical education emphasis has shifted towards outcomes, capabilities,
and learner-centeredness. Together with a focus on sustained evidence of professional …

Background Women with hypertensive disorders in pregnancy, in particular early-onset
preeclampsia, are at increased risk of developing cardiovascular disease later in life. These …

Context Why and how do students seek feedback on their performance in the clinical workplace
and which factors influence this? These questions have remained largely unanswered …

Where do we stand now? In the 30 years that have passed since The Edinburgh Declaration
on Medical Education, we have made tremendous progress in research on fostering ‘self‐…

Purpose The literature on feedback in clinical medical education has predominantly treated
trainees as passive recipients. Past research has focused on how clinical supervisors can …

Context At present, competency‐based, outcome‐focused training is gradually replacing
more traditional master–apprentice teaching in postgraduate training. This change requires a …