“Learning never exhausts the mind.” (Leonardo Da Vinci)
This document has been peer-reviewed by Fellows of the RACP to help you find high quality CPD resources on learning.
Resources are categorised by type:
Key organisations & websites
Professional Development in learning
Fellows can engage in a lifelong commitment to reflective learning both through their own learning and by passing on their knowledge to others.
Key behaviours/areas include:
- Participate regularly in conferences, courses, simulation exercises and other evaluations of assessment, decision-making and technical skills when appropriate.
- Encourage questioning by colleagues, trainees and junior medical staff.
- Engage with staff and encourage their learning, development and career planning.
- Demonstrate understanding of the recent literature and its impact on medical practice.
For further information on patterns of behaviour and behaviour markers in the area of learning please refer to the SPPP Guide.
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1. Key Organisations & Websites
Useful as a starting point and overview of current work in this
The 70:20:10 Forum offers enablement solutions for organisations to improve the effectiveness of workplace learning. This is based on the 70:20:10 learning framework which captures experiential (70%), social (20%) and formal learning (10%), and explains their relationship to one another.
- Learning Cafe
LearningCafe is a community of professionals interested in current learning and development issues at work. Their website offers videos, articles, e-books, webinars, and a newsletter on improving our learning skills.
This learning and development organisation provides useful resources on developing your learning skills. The site includes a blog, video library and toolkit. They also offer learning opportunities through their YouTube channel, Facebook, Twitter and LinkedIn pages.
SERMO is a US-based online community for physicians, which provides a trusted social network where doctors can talk anonymously and openly about anything important to them, from business to the practice of medicine.
Useful for brief overviews of topics and recent developments
Adult Learning Principles and How To Use Them
The Royal Australasian College of Medical Administrators provides this webinar, presented by Professor Geraldine MacCarrick, which outlines different Adult Learning Principles and how to use them in a medical environment.
Charles Jennings - The Four Ways Adults Learn
In this presentation, Charles Jennings explores four key elements of real learning; Challenging Experiences, Opportunities to Practice, Rich Conversations, and Spaces to Reflect, and examines how they work together.
- Learning how to Learn
In this video engineering Professor Barbara Oakley, co-founder of one of the world's largest online classes, talks about how to enhance and improve our learning process.
Useful for in depth, structured learning
Learning How to Learn: Powerful mental tools to help you master tough subjects
This online course covers learning techniques used across a variety of disciplines. It focuses on how the brain uses learning modes, how it encapsulates information, memory techniques and best practices shown to be most effective in helping you master tough subjects. Full access to all course materials is free of charge, however if participants would like a certificate upon completion, a course fee of $64 AUD applies.
How To Assess Your Learning Needs
BMJ Learning offers an online course on assessing your learning needs. This module explores different methods available to assess needs to make the most of learning for continuing professional development. To access this module you require a BMJ learning account.
Useful for implementing what you have learned in your daily practice
Practical Examples of the 70, 20 & 10 Framework
The 70:20:10 Forum provides this list of practical examples which could be used to implement the framework in the workplace. It explains that 'real' learning is based on a combination of experience, practice, conversation and reflection. In addition, their website also has a full Toolkit of articles, webinars, research and templates to suit the needs of professionals.
5. Key Journals
Useful for keeping up to date with research and finding out more on
The Journal of Continuing Education in the Health Professions
This journal publishes articles on the theory and practice of continuing education in the health sciences. Its primary purpose is to provide thoughtful and practical advice to continuing education practitioners.
Medical Education Online is a peer-reviewed international open access journal which disseminates information on the education and training of physicians and other health care professionals.
Medical Teacher is the journal of the International Association for Medical Education. It aims to address the needs of teachers and administrators who are involved in training for the health professions, throughout the globe.
This is the official peer-reviewed journal of the Association of American Medical Colleges. The journal's areas of focus include: education and training issues; health and science policy; institutional policy, management and values; research practice; and clinical practice in academic settings.
Teaching and Learning in Medicine (TLM)
TLM is an international journal on teaching and learning in the health professions. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making.
The Clinical Teacher
The Clinical Teacher aims to provide a digest of current research, practise and thinking in medical education. The journal includes sections on literature review, specific teaching approaches, and discussion on challenging issues in today's clinical education.
6. Recommended Reading
Useful for keeping up to date with research and finding out more on
RACP eLearning Futures Reports
The RACP provides a series of reports which outline current learning needs of the College, best practice use of technology in medical education, as well as recommendations for future College initiatives.
Report 1: Current State presents the research activities conducted and the findings of the project in three categories - perceptions of the College, learning and technology.
Report 2: Best in Class presents examples of medical education and other professional associations whereby best practice of technology-facilitated learning was highlighted.
Report 3: Organisation Analysis presents learning models, including the 70/20/10 framework of learning, as well as theoretical perspectives and examples to further support the research findings in the Current State report. This report also identifies opportunities and recommendations that have emerged from the research in the Best of Class report.
Report 4: Future of Learning presents the consolidated findings from the previous three reports and recommendations made for the RACP to operationalise the initiatives.
Kolb, A.Y., Kolb, D.A., et al. (2014) On Becoming an Experiential Educator: The Educator Role Profile. Simulation Gaming 2014 45: 204
This article explores experiential learning theory and describes a dynamic matching model of education. The model describes four roles that educators can adopt; facilitator, subject expert, standard-setter/evaluator and couch. A self-assessment instrument has also been created to help educators further understand these roles.
- Learning in Adulthood: A Comprehensive Guide
This book gathers current thinking on adult learning, addressing a wide range of topics including a specific focus on how social context shapes adults' learning and how aging affects learning ability.
- Physician Communities of Practice: Where Learning and Practice are Inseparable
The article describes how physicians can interact with peers and mentors to contribute to a learning environment that enhances professional practice and judgement. It also reports on a program of research to assess the effectiveness of information and communication technologies to support and enhance learning in practice.
- Learning in Practice: Postal Survey of Approaches to Learning Among Ontario Physicians
The article explores physicians’ approaches to learning in their workplace and assesses the relation of these approaches to their motivation, methods and barriers to continuing medical education.
- Physicians' Learning Strategies
The article examines how physicians approach learning tasks in relation to the nature of the problem they need to tackle. The author analyses the two categories of learning strategies that physicians use in clinical practice to provide insight on how to maximise learning outcomes.
- Blogging for Reflective Learning
The article on pages 27-28 explores new and interesting ways to exchange ideas and enhance physicians’ learning through social media.
- Murdoch-Eaton, D., and Whittle, S. (2012) Generic Skills in Medical Education: Developing the Tools for Successful Lifelong Learning. Med Educ 46(1): 120-8.
This article explores the idea that medical students must be competent in the skills that underpin their lifelong learning, in order for them to be well placed to adapt to changes in knowledge, update their practice in accordance with changing evidence base, and continue to contribute as societal needs change in the future.
- Teunissen, P.W., and Dornan, T. (2008) Lifelong Learning at Work. BMJ 2008; 336-667.
The importance of lifelong learning in medicine is explored in this article, with a particular focus on how junior doctors can develop learning strategies for use throughout their working life.
- Tagawa, M. (2008) Physician Self-Directed Learning and Education. Kaohsiung J Med Sci 2008; 24:380-5.
This article explains that self-directed learning is an important factor in adult learning. It outlines the idea that if physicians undertake clinical work using a scholarly way of thinking with critical analysis of their own competencies and improvement by reflection, they will become better life-long learners.
- Menard, L., and Ratnapalan, S. (2013) Reflection in Medicine. Cam Fam Physician. 59(1): 105-107.
This article, from the Canadian Family Physician Journal, highlights how reflection is an important tool in the practice of medicine, which can benefit individuals and communities being served by health care professionals.
The Use of Reflection in Medical Education: AMEE Guide No. 44
This guide provides an overview of the concept of ‘reflection’ in medicine, while also providing practical advice for the implementation and assessment of reflection in undergraduate, postgraduate and continuing medical education.
Contemporary Theories of Learning: Learning in Theorists - In Their Own Words
This book contains a collection of some of the most influential learning theorists. It collects chapters that explain both the complex frameworks in which learning takes place and the specific facets of learning, such as the acquisition of learning content, personal development, and the cultural and social nature of learning processes.
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