Application of Experiential Learning Theory to Medical Education
Su Jin Chaea b c d✉
- aDepartment of Medical Education , Catholic Kwandong University College of Medicine , 25 Simgok-ro 100beon-gil , Seo-gu , Incheon 22711 , Korea
- bDepartment of Medical Education , Catholic Kwandong University College of Medicine , Incheon , Korea
- cDepartment of Medical Education, Catholic Kwandong University College of Medicine, 25 Simgok-ro 100beon-gil, Seo-gu, Incheon 22711, Korea
- dDepartment of Medical Education, Catholic Kwandong University College of Medicine, Incheon, Korea
- ✉Corresponding author
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Abstract
This paper examined the principles of experiential learning theory (ELT) relevant to learning from experience and introduces examples which were applied to medical education from a theoretical perspective. The experiential learning theory encompasses the theories of Dewey, Kolb, and Schon, whose key ideas highlight the continuity of experience, interaction of experience, and reflection. According to ELT, growth is education, and education is a reconstruction of experience. Experiential learning is a way of thinking about the educational process by constructing meaningful learning through reflection-in-action. This paper examines the learning principles of ELT and presents practical examples of the application of ELT and its implications for medical education. An in-depth understanding and application of ELT could benefit the field of medical education.
TL;DRThe principles of experiential learning theory relevant to learning from experience are examined and practical examples of the application of ELT are presented and its implications for medical education are presented. (Semantic Scholar)