The relevance of sociocultural theories of learning in a graduate entry medical program

Abstract

A review of learning theory highlights how many theories contribute to understanding the complexity of the learning process. Attempts to strictly categorise learning theories are challenging because classifications may overlap. Social and Situationalist learning theorists claim the relationship between members within social groups and their environment promotes learning. This sociocultural concept of learning as a group within a culture is applied to the learning opportunities provided within a graduate entry medical program with a Problem Based Learning approach.