Time | Content | Persons in charge | Experiential learning cycle | Aim | Learning tools |
---|---|---|---|---|---|
The first 30 min | Presentation of a case based on the topic of the day (an actual patient care) | Primary care physician (1) | ‘Concrete experience’ (what was usually done in practice) | To start the learning cycle according to Kolb and colleagues | A medical record based on family medicine principles |
The second 30 min | Presentation of a critical appraisals on a publication of family medicine journals related to the topic of the case-report | Primary care physician (2) from the same small group learning as physician (1) | ‘Reviewing and studying’ (what should be done based on evidences) | To move to the second stage of learning cycle in the experiential learning | Critical appraisals tools and checklist available on the internet (introduced in a workshop of critical appraisals) |
The third 30 min | Presentation of a critical appraisals on a publication of clinical medicine journals related to the topic of the case-report | Primary care physician (3) from the same small group learning as physician (1) | ‘Reviewing and studying’ (what should be done based on evidences) | To move to the second stage of learning cycle in the experiential learning | Critical appraisals tools and checklist available on the internet (introduced in a workshop of critical appraisals) |
The fourth 30 min | Feedback and discussion | Clinical teacher who were invited based on the topic of the case-report | ‘Abstract conceptualization’ | To move to the third stage of learning cycle in the experiential learning | Teacher training on ‘constructive feedback and one-minute preceptor-ship’ |
The last 30 min | Feedback and discussion | Family medicine teacher from family medicine team | ‘Abstract conceptualization’ | To move to the third stage of learning cycle in the experiential learning | |
Days after | Observation-based learning | Family medicine teacher from Family medicine team | ‘Active experimenting’ | To move to the last stage of learning cycle in the experiential learning | The one-minute preceptorship |
Days after–before another week | Writing a reflection form | All primary care physicians as participants in the WCU course | ‘Active experimenting’ (what should be done better next time/plan) | To move to the third stage of learning cycle in the experiential learning | Reflection form based on Gibbs’ |