Learning Theories and their Practical Implications for Classroom Teaching of Medical Students

Abstract

The process of active learning in medical education is influenced by a multitude of factors, including the educational environment, learner characteristics, and sociocultural contexts. Drawing from various established learning theories, this review explores their practical implications for classroom teaching of medical students. The theories discussed encompass diverse perspectives, ranging from those emphasizing the educational environment to those focusing on personal traits, sociocultural factors, and cognitive processes underlying learning. Examples provided illustrate how these theories can inform teaching practices and optimize the learning experience. For instance, insights from Maslow's humanistic theory highlight the importance of creating a supportive learning environment to foster student motivation and active engagement. Similarly, theories such as self-determination theory and self-regulation theory underscore the significance of intrinsic motivation and self-regulatory processes in promoting deep learning. Additionally, social cognitive theory and the theory of situativity emphasize the dynamic interaction between personal, environmental, and behavioral factors in the learning process. Understanding and applying these theories can help educators tailor their teaching approaches to enhance student motivation, engagement, and ultimately, learning outcomes. By recognizing the complex interplay of factors influencing learning, medical teachers can adopt more effective strategies to support student learning and achievement.