查看文章

Clinical effectiveness and efficiency in medicine for patient benefit should be grounded in the quality of medical education. In turn, the quality of medical education should be informed by contemporary learning theory that offers high explanatory, exploratory and predictive power. Multiple team‐based health care interventions and associated policy are now routinely explored and explained through complexity theory. Yet medical education – how medical students learn to become doctors and how doctors learn to become clinical specialists or primary care generalists – continues to refuse contemporary, work‐based social learning theories that have deep resonance with models of complexity. This can be explained ideologically, where medicine is grounded in a tradition of heroic individualism and knowledge is treated as private capital. In contrast, social learning theories resonating with complexity theory …