Readiness and learning in health care education

Editors' note: In this Toolbox, Professor Stephen Billett applies his extensive experience in the areas of vocational and workplace learning, from a broad spectrum of professions and disciplines, to the field of clinical education. In doing so, he opens a doorway into the wider education literature in this area, and afresh and insightful perspective on learning for clinical practice and work-based learning. Consistent with much of the wider education literature, he uses the broad term 'knowledge' to encompass everything that individuals might know, be able to do and value-not just what they know. Although discussed separately, these three forms of knowledge are considered to be interdependent, and together determine the 'readiness' of individuals to engage with, and leam from, their experiences in any given situation. Billett stresses the importance of aligning experiences with what those practising the profession are expected to know, do and value (capacities we might express as intended learning outcomes, competencies or expected professional activities). He also highlights the importance of sequencing educational experiences so that learners move from concrete to abstract conceptualisation, from single to more complex and combined tasks, and from developing appropriate values and other dispositions to applying these in their subsequent learning and practice. This Toolbox offers a set of theoretical tools that are complementary to, but rather different from, those in the clinical education literature. We hope it will be useful to all clinical teachers and will promote further discussion and reflection.