Traditionally, clinical skills training was very hands-on and conducted at the bedside. With increasing awareness of patient safety, medical students are given some instructions and practice before they commence their clinical rotations, and various tools for the assessment of their learning have been developed. However, we believe that clinical skills learning should be situated and emphasis should be placed on bodily knowledge. We looked into the oldest method of medical training - apprenticeship - to see what we could learn from this ancient tradition combined with our long-term experiences in clinical practice, teaching and research on embodiment. We analyzed a documentary on how a Taiwanese TV personality learnt to cook ramen in two days using an anthropological approach, highlighted key issues of this short apprenticeship, and identified four crucial components of clinical skills learning: contextualized learning, (learner's) attitude, reflection, and embodied learning. We name it the CARE model for clinical skills learning from the acronym formed by the first alphabets of these four factors. In this paper, we describe in detail the theories behind each element and provide suggestions for medical educators.
|Translated title of the contribution||Lessons from an Apprenticeship in Cooking Ramen: the CARE Model for Clinical Skills Training|
|Original language||Chinese (Traditional)|
|Number of pages||18|
|Publication status||Published - May 1 2021|
- clinical skills training
- embodied learning
- professional education