From Is to Can Be: Language as a tool for recognizing, exploring, and supporting learner disjunction

Med Educ. 2020 Sep 7. doi: 10.1111/medu.14371. Online ahead of print.

Abstract

Koufidis and colleagues' research in this issue of Medical Education focuses on the tensions that arise when medical students begin their clerkships and are asked to make diagnostic and management decisions.1 Challenges in this shift from the classroom to clinic arise for learners as they encounter disjunctions: "tensions experienced … when perceived elements of the situation appeared inconsistent with previous experience, unexpected, self-contradictory, or unfamiliar."1 Disjunctions provide opportunities for learners and their supervisors to explore these inconsistencies, unmet expectations, contradictions, and unfamiliarities so learners can grow in understanding and perspective.