ABSTRACT
Practice becomes a prompt for further learning, and students will come back into the classroom and quickly compare placement experiences. The classroom and the practice area are symbiotic – they feed, and need, each other. Problems are constantly emerging in practice, but the features of true problem-based learning, such as identifying aspects for investigation, research, facilitation of feedback and discussion, may be difficult to achieve. Reading case notes and talking to patients have traditionally been practice-based activities. Opportunities for the use of simulation in practice are heavily reliant on having the necessary equipment and environment. Opportunity for self-directed learning abounds in practice. Some students may want to rush to complete an assignment, while others may want to take part in a concrete experience before they feel that their learning is adequate. The activity of small group learning is more likely to occur in an informal setting, such as the staff dining room, through the use of informal conversations.
