Clinical Knowledge Construction Through Clinical Tutorial Teaching |Biomedgrid

I have been practicing clinical tutorial teaching in a healthcare specialty program for more than 15 years and have always been deeply struck by the learning process that residents experience during their training. I often see students who easily attain skills and knowledge and others who have a rockier road ahead of them. In both cases, however, there is always one thing in common and that is having to go through the pit. By this I mean the fact of facing a cognitive conflict that will involve effort and work, sometimes frustration, until they overcome it and achieve deep learning. I have found that the transit through the pit and its subsequent successful exit depends on the ability to integrate the different subjects. Facing this phenomenon during clinical tutorial teaching has challenged me to such a level that it has pushed me to understand it. Thus, after reading a lot of literature on the subject I have learned that new knowledge in students is gradually realized in the context of the task for which it is required, consolidating when applied to concrete clinical cases. As students see more and more similar cases, they will develop shortcuts in the way their knowledge emerges from the interaction of an associative mesh that has elevated levels of understanding. This phenomenon defined as encapsulated knowledge [1] is present in the dynamics of clinical tutorial teaching and is especially useful in understanding how students learn through practice.