Abstract:
Students bridge the theory–practice gap when they apply in practice what they
have learned in class. A conceptual framework was developed that can serve as
foundation to design for learning transfer at modular level. The framework is
based on an adopted and adapted systemic model of transfer of learning, existing
learning theories, constructive alignment and the elements of effective learning
opportunities. A convergent consensus-seeking process, which is typical of a
qualitative approach, was used for expert review. The final conceptual framework
consists of two principles: establishing a community of learning and the
primacy of a learning outcome. The four steps entail the following: (1) activation
of existing knowledge; (2) engaging with new information; (3) demonstrating
competence; and (4) application in the real world. It is envisaged that by applying
the framework educators in health care will design for transfer of learning,
resulting in quality of care and optimal patient outcomes.
