Theories and Practices in Learning and Assessment for Postgraduate Medical Education: A Review

Abstract

This literature review explores key theories and practical strategies in postgraduate medical education. It examines essential learning strategies, such as didactic and experiential teaching methods, structured lesson planning, and models such as Maslow's hierarchy and Kolb's experiential learning cycle. Active learning techniques and feedback models, crucial for guiding medical trainees' growth, are also discussed. The review then shifts focus to assessment, looking at both formative and summative approaches, Miller's pyramid of competence, and Van der Vleuten's utility equation. By evaluating assessment formats, blueprinting, and feedback, this review offers insights into educational strategies that enhance postgraduate medical training.

Keywords: assessment strategies; clinical competence; formative assessments; learning theories; maslow’s hierarchy in education; medical education; medical education feedback models; miller’s pyramid; postgraduate medical education; summative assessments.

Figure 1. Maslow’s hierarchy of needs

Taken from [7], with permission

Figure 2. Kolb's experiential learning cycle

Taken from [9], with permission

Figure 3. Miller's pyramid demonstrating the hierarchical steps of increasing competence

Taken from [21], with permission