Cognitive-Behaviorism and Experientialism in Emergency Medicine Training: From Theory to Practice in a Teaching Hospital

Abstract

Learning theories can be important in developing result-producing and sound teaching methods if not viewed as merely academic concepts in emergency medicine education. Several learning theories have been encountered and utilized in our emergency department (ED). Most times, learning can be self-directed, self-motivated, lifelong learning. However, the drawbacks of applying learning theories in our ED are that the teaching is not well-structured or systematic, the environment can be very challenging on busy days, and effective learning under such conditions can be limited. Despite the busy and tension-soaked environment in an ED, learning is still very possible for motivated trainees who understand the dynamics of learning and teaching theories. Understanding disease demands that trainees be knowledgeable, skillful, and capable of self-directed, lifelong learning.