The Three C's of Experiential Learning in the Medical School Curriculum: Cognizance, Connections, and Change

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Abstract

This paper discusses how medical students’ engagement in a collective on-line dialogue following participation in a parent panel discussion of special education, special education law, and doctor-school collaboration from the perspective of families of children with disabilities facilitated reflection and created a paradigm for understanding how experiential learning transpires in the medical curriculum. Thematic analysis applied to student reflections of this disability-related experiential learning experience produced three distinct components that manifest experiential learning: cognizance-the realization of new knowledge and understanding; connections-concrete link to parent perspective; and change-statement of action student will or will not take in practice.

Authors

• Nancy Vitalone-Raccaro, Drew University

• Mary Erin Sheppard, St. Joseph's University

• Jacueeline M Kaari, Rowan University School of Osteopathic Medicine