Bridging the gap between CBME in theory and practice: the role of a teacher community

Ale Gercama; Thea van Lankveld; Johanna Kleinveld; Gerda Croiset; Rashmi Kusurkar

doi:10.1007/S40037-014-0147-7

Bridging the gap between CBME in theory and practice: the role of a teacher community

Perspectives on Medical Education

Volume 3 (2014): Issue 6

By: Ale Gercama, Thea van Lankveld, Johanna Kleinveld, Gerda Croiset and Rashmi Kusurkar

Open Access

|Dec 2014

Abstract

The success of curricular reforms is dependent on the teachers who put the reforms into practice. In medical education, clinicians as teachers are important in this endeavour and the educational organization can learn from their efforts. The ‘Vygotsky space’ construct may help to analyze the learning process between teachers and organization. A case study is presented that shows how a teaching community acted as an enabler in this learning process.

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Articles in this issue

DOI: https://doi.org/10.1007/S40037-014-0147-7 | Journal eISSN: 2212-277X

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Language: English

Page range: 486 - 491

Published on: Dec 9, 2014

Published by: Bohn Stafleu van Loghum

In partnership with: Paradigm Publishing Services

Publication frequency: 1 issue per year

Keywords:

Teacher community,

Curricular reform,

Organizational learning

© 2014 Ale Gercama, Thea van Lankveld, Johanna Kleinveld, Gerda Croiset, Rashmi Kusurkar, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 3 (2014): Issue 6