Learning Styles of Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers When Learning Surgery: Protocol for a Scoping Review.

BACKGROUND: Learning styles are biological and developmental configurations of personal characteristics that make the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choices in medicine, resulting in learning style patterns being observed in different residency programs, including in general surgery, from medical school to the last stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will enhance and organize what is already known. OBJECTIVE: The goal of this study is to identify and map out data from studies on the learning styles of medical students, surgical residents, medical staff, and surgical teachers. METHODS: The review will consider studies on the learning styles of medical students in a clinical cycle or internship, surgical residents with no restriction on year of residency, medical staff in general surgery, or general surgery's medical faculty. Primary studies published in English, with no specific time frame, will be considered. The search will be carried out in four databases, and reference lists will be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the titles, abstracts, and full texts of the selected studies. Data collection will be performed using a tool developed by the researchers. A results summary will be presented with figures, narratives, and tables. A quantitative and qualitative analysis will be carried out and further results will be shared. RESULTS: The search was funded on September 25, 2023. Data collection was performed in the two following months. Of the 213 articles found, 135 were excluded due to duplication. The remaining 78 articles will have their titles and abstracts analyzed by three of the researchers independently to select those that meet the eligibility criteria. This data is expected to be published in the first semester of 2025. CONCLUSIONS: Conducting a scoping review is the best way to map what is known about a subject. Understanding how students, residents, staff, and even teachers prefer to learn surgery is key to staying up to date and knowing how to best educate those pursuing a surgical career. TRIAL REGISTRATION: Open Science Framework 75ku4; https://osf.io/75ku4. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/57229.

Community-oriented primary care footprinting: An undergraduate programme experience.

The Nelson Mandela Fidel Castro (NMFC) programme, a government initiative to address healthcare inequities in South Africa, focuses on the training of indigenous students to become competent healthcare practitioners. A collaboration combining training in a Cuban primary care, preventative system with integration in a South African institution within a quadruple disease burdened healthcare system. This article reflects on integration experience at the University of Witwatersrand, a programme pedagogically positioned within a workplace-based, situated learning framework. Since 2022, community-oriented primary care (COPC) projects became part of the integrated primary care and family medicine learning objectives. This article summarises the experience of the 2021-2022 cohort and calls for the strengthening of undergraduate medical education curricula with learning objectives reflective of social accountability.Contribution: This article spotlights work in the undergraduate space around teaching and experiential learning of community-oriented primary care in line with the journal's scope.

The perspectives of pharmacy student preceptors on a service-learning program in primary health care: A qualitative study.

Background: There are a few studies about preceptorship in primary health care settings, but they didn't assess all possible contributions of this experience, such as preceptor behavioral changes and impact on health services. Objective: This study aimed to analyze the perspective of pharmacy student preceptors on a service-learning program carried out in a primary health care setting. Methods: This was a qualitative descriptive study, with semi-structured interviews and thematic analysis. The themes were defined deductively, according to levels of Kirkpatrick's theory about the impact of educational activities. Results: The preceptors showed positive and negative reactions to the structure of the service-learning program, developed their knowledge, changed behaviors such as collaborative interprofessional practice, and reported improvements in the health units. Conclusions: From the perspective of pharmacy student preceptor preceptors, the service-learning program had an impact on all levels expected for an educational activity according to Kirkpatrick's theory: reaction, learning, behavior, and results. These findings may inform the design of service-learning programs.

Knowledge-building in surgery: An evolving craft.

In surgery, the construction of knowledge is shaped in two scenarios: evidence-based medicine, and experiential learning. The former has become an essential pillar in this process. Based on this fact, clinical practice guidelines have been developed. However, their transient nature, constant renewal, and lack of individualization distance them from daily clinical activity. On the other hand, there is the construction of knowledge through vicarious and experiential learning. Its existence is linked to the beginning of medicine, and its importance is irrefutable. However, it is laden with the "truth effect", surgical dogma and singularism. When integrating the construction of knowledge in these scenarios, critical thinking skills are paramount and necessary to guide the surgeon in the decision-making process within the context of surgical dynamism. This article explores this situation and its impact.

Transdisciplinary experiential learning in biomedical engineering education for healthcare systems improvement.

BACKGROUND: The growing demand for more efficient, timely, and safer health services, together with insufficient resources, put unprecedented pressure on health systems worldwide. This challenge has motivated the application of principles and tools of operations management and lean systems to healthcare processes to maximize value while reducing waste. Consequently, there is an increasing need for professionals with the appropriate clinical experience and skills in systems and process engineering. Given their multidisciplinary education and training, biomedical engineering professionals are likely among the most suitable to assume this role. In this context, biomedical engineering education must prepare students for a transdisciplinary professional role by including concepts, methods, and tools that commonly belong to industrial engineering. This work aims to create relevant learning experiences for biomedical engineering education to expand transdisciplinary knowledge and skills in students to improve and optimize hospital and healthcare care processes. METHODS: Healthcare processes were translated into specific learning experiences using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. This model allowed us to systematically identify the context where learning experiences were expected to occur, the new concepts and skills to be developed through these experiences, the stages of the student's learning journey, the resources required to implement the learning experiences, and the assessment and evaluation methods. The learning journey was structured around Kolb's experiential learning cycle, which considers four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Data on the student's learning and experience were collected through formative and summative assessments and a student opinion survey. RESULTS: The proposed learning experiences were implemented in a 16-week elective course on hospital management for last-year biomedical engineering undergraduate students. Students engaged in analyzing and redesigning healthcare operations for improvement and optimization. Namely, students observed a relevant healthcare process, identified a problem, and defined an improvement and deployment plan. These activities were carried out using tools drawn from industrial engineering, which expanded their traditional professional role. The fieldwork occurred in two large hospitals and a university medical service in Mexico. A transdisciplinary teaching team designed and implemented these learning experiences. CONCLUSIONS: This teaching-learning experience benefited students and faculty concerning public participation, transdisciplinarity, and situated learning. However, the time devoted to the proposed learning experience represented a challenge.

Proyectos co-tutorados de educación física entre universidad y escuela como contextos de aprendizaje colaborativos / Projetos de educação física co-tutorizados entre universidade e escola como contextos de aprendizagem colaborativa / Co-tutored physical education projects between university and school as collaborative learning contexts

La educación superior actual necesita crear más experiencias de aprendizaje que relacionen la teoría con la práctica. El objetivo del estudio es analizar la percepción de docentes sobre el impacto de proyectos cotutorados en entornos de aprendizaje universitario de Educación Física en Infantil en el contexto español. La muestra está formada por 11 maestros y tres profesores. Se ha realizado un estudio de caso intrínseco dentro del paradigma interpretativo, a través de un informe reflexivo, analizando ocho preguntas cualitativas. Los resultados muestran influencias en: alumnado y niños, docentes, colaboración escuela-universidad, familias y asignatura universitaria. Como conclusiones, se detecta un impacto en la mejora de las competencias profesionales de EF del estudiantado y la creación de aprendizajes significativos en el contexto universitario. En las escuelas se ha referido al aumento de reconocimiento de la EF en Infantil por parte de la comunidad educativa y el aumento de formación permanente en el claustro. (AU)

Atualmente no ensino superior é necessário criar mais experiências de aprendizagem que vinculem a teoria à prática. O objetivo deste estudo é analisar a percepção dos professores sobre o impacto de projetos cotutoriais em ambientes universitários de aprendizagem da Educação Física na Educação Infantil no contexto espanhol. A amostra é composta por 11 educadores e três professores. Foi realizado um estudo de caso intrínseco dentro do paradigma interpretativo, por meio de um relato reflexivo, analisando oito questões qualitativas. Os resultados mostram influencia em: alunos e crianças, professores, colaboração escola-universidade, famílias e disciplina universtária. Como conclusões, detecta-se um impacto na melhoria das competências profissionais de EF dos estudantes e na criação de uma aprendizagem significativa no contexto universitário. Nas escolas, referiu-se o aumento do reconhecimento da EF na Educação Infantil pela comunidade educativa e o aumento da formação permanente no corpo docente. (AU)

Today's higher education needs to create more learning experiences that link theory with practice. The objective of study is to analyse teachers' perception about the impact of co-tutored projects in university learning environments of Physical Education in Early Childhood in the Spanish context. The sample is made up of 11 male teachers and three female teachers. An intrinsic case study has been carried out within the interpretive paradigm, through a reflective report, analysing eight qualitative questions. Results show influences on: students and children, teachers, school-university collaboration, families and university subject. As conclusions, an impact is detected in the improvement of the PE professional competences of the student body and the creation of meaningful learning in the university context. In schools, he has referred to the increased recognition of PE in Early Childhood by educational community and the increase in continuous training in the teaching staff. (AU)

Impacts of Prosthetic Innovation in Ecuador Study Abroad Course.

Biomedical engineering (BME) students typically have a schedule filled with specific course requirements, leaving little room for spending a semester studying abroad. We established a new short-term BME study abroad course, partnering with a non-profit healthcare organization that provides high-quality prosthetic care to underserved populations. This innovative study abroad course was met with great student demand. The impact of this short-term study abroad course is increased by developing year-long BME senior capstone design projects based on the needs identified throughout the experience in Ecuador. Shortly after the conclusion of spring semester, students and two BME faculty/staff traveled to Ecuador. During the work week, the students participated in small teams in patient evaluations, castings, fabrication of prosthetics, device fittings, rapid prototyping-testing iterations, and post-prosthesis gait training with physical therapy. Weekends included guided cultural activities. Each student maintained a journal that reflected observations and insights from these experiences. Upon return to the US, students that registered for an additional course credit created video reflection presentations and wrote project proposal reports based on the needs identified in Ecuador. The project proposal reports were used to develop a BME senior capstone design project. Pre and post course self-assessment surveys showed significant increases in five ABET learning outcomes, three BME learning outcomes, and four course-specific learning outcomes. Students who took the two-credit course reported significant increases in four more learning outcomes than students who took the one-credit course. Many students described the experience as inspiring and life-changing, and the program continues to run each summer.

Influence of Maternal Body Fat on Levels of Insulin, Insulin-Like Growth Factor-1, and Obestatin.

BACKGROUND: Insulin, insulin-like Growth Factor-1 (IGF-1), and obestatin in human milk originate from the circulation. There is also limited knowledge about the influence of body fat on the levels of these hormones in human milk. RESEARCH AIM: To determine (1) the influence of body fat on levels of insulin, IGF-1, and obestatin in human milk and serum/plasma during the postpartum period; (2) the changes in the levels of these hormones in human milk and serum/plasma postpartum; and (3) the presence of IGF-1 mRNA in human milk. METHODS: In this prospective, longitudinal, observational cohort study, levels of insulin, IGF-1, and obestatin were measured up to 30 days postpartum in milk and serum/plasma of 58 participants with adequate (≤ 32%) or excess (> 32%) total body fat determined by electrical bioimpedance. Student's t test and repeated-measures analysis of variance were used to evaluate the differences between groups. Pearson's test was used to analyze the associations. RESULTS: The milk from participants with excess body fat had higher insulin and IGF-1 levels and lower obestatin levels than that of participants with adequate body fat at 3-7, 14-15, and 30 days postpartum (adjusted p < .001). The levels of insulin, IGF-1, and obestatin were significantly higher in human milk than in serum/plasma (p < .05) and correlated with maternal body fat (p < .001). CONCLUSIONS: Maternal body fat was associated with elevated insulin and IGF-1 levels and decreased obestatin levels in human milk up to 30 days postpartum.

Influence of small-group experiential learning of integrated traditional Chinese and Western medicine on the oral health knowledge, beliefs, and behaviors of elderly patients with diabetes

SUMMARY OBJECTIVE: This study aimed at the oral health problems of elderly patients with diabetes. A training course of integrated traditional Chinese and Western medicine was constructed, helping patients improve their oral health quality of life. METHODS: A randomized controlled prospective experimental study was conducted. A total of 190 elderly patients were divided randomly into an observation group and a control group with 95 cases in each. The control group received regular health education, while the observation group was based on the control group to implement the integrated experiential learning of traditional Chinese and Western medicine in small groups. The oral health knowledge, attitude, behavior, and blood glucose control status along with the oral health quality of life of the two groups were compared before the intervention and at 3-month postintervention. RESULTS: Three months after the intervention, the fasting blood glucose control and the 2-h postprandial blood glucose/glycosylated hemoglobin levels in the observation group were significantly better than in the control group, and the difference was statistically significant (p<0.05). The oral health quality of life in the observation group was significantly better than in the control group, and the difference was statistically significant (p<0.05). CONCLUSION: The small-group experiential learning model of integrated Chinese and Western medicine can promote the transformation of knowledge-beliefs-behaviors in elderly patients with diabetes, which is conducive to controlling blood sugar levels and improving the quality of oral health.

Developing an international industrial advanced pharmacy practice experience in Brazil.

INTRODUCTION: In this commentary, we advocate for implementing international industry-focused advanced pharmacy practice experiences (APPEs) that engage pharmacy students and schools with the pharmaceutical industry to develop products for the global market to broaden pharmacy student experiences in non-patient care electives. COMMENTARY: Our five-year experience suggests the following structural components are essential to the success of the APPE: (1) identification of suitable international industry partners through non-traditional methods, such as the local, United States (US) chamber of commerce; (2) commitment by the company and educational institutions to develop key personnel to work with international students in the host country; (3) development of a global regulatory affairs course and workshops that target the product development stage; (4) development of student experiences based on projects directly linked to a new product(s); (5) use of technology platforms to support weekly video conferencing and translation; (6) engagement of students in community service; (7) cooperative evaluation of students and the program. The aggregate of student projects led to the development of a line of dietary supplement products introduced to the US market. IMPLICATIONS: The implementation of this APPE benefits pharmacy students but also the academic and industry hosts. Pharmacy students obtained global manufacturing experience, an appreciation for a different culture, and supported commercial product development. The educational institutions developed joint courses and workshops. Students were embedded into various departments, carried out Food & Drug Administration regulations research, prepared comparative regulatory process maps, and provided company employees with an understanding of American consumers.

Clinical simulation in nursing teaching: student experience in Chile / Simulação clínica no ensino de enfermagem: experiência do estudante no Chile / Simulación clínica en la enseñanza de la enfermería: experiencia de estudiantes en Chile

ABSTRACT Objective: to describe the experiences lived in clinical simulation by nursing students at the University of Magallanes, Punta Arenas, Chile, in relation to the use of clinical simulation as a learning methodology for the achievement of skills for nursing care. Method: the simulation by the students was carried out in 2017, while they attended the seventh and eighth semester of professional training. The study carried out was qualitative, exploratory descriptive, in which eight students participated using the semi-structured interview instrument applied during the second semester of 2018. Results: it was observed that the simulation experience was good and very good. It stands out that the main points of discussion for the participants were that the clinical simulation gave them tools that allowed them to acquire professional identity, empowerment of the professional role, clinical reasoning, professional practice and organization. On the other hand, it also allowed them to apply theoretical knowledge. Conclusion: although this experience allowed the students to acquire comprehensive skills, it also has the limitation that feelings of fear and anxiety emerge that may make it impossible to develop it.

RESUMO Objetivo: descrever as experiências vividas em simulação clínica por estudantes de enfermagem da Universidad de Magallanes, Punta Arenas, Chile, em relação ao uso da simulação clínica como metodologia de aprendizagem para o alcance de competências para o cuidado de enfermagem. Método: a simulação pelos alunos foi realizada em 2017, enquanto eles cursavam o sétimo e o oitavo semestres de formação profissional. O estudo realizado foi qualitativo, exploratório descritivo, no qual participaram oito alunos por meio do instrumento de entrevista semiestruturada aplicado durante o segundo semestre de 2018. Resultados: observou-se que a experiência de simulação foi boa e muito boa. Destaca-se que os principais pontos de discussão para os participantes foram que a simulação clínica lhes deu ferramentas que lhes permitiram adquirir identidade profissional, empoderamento do papel profissional, raciocínio clínico, prática profissional e organização. Por outro lado, também lhes permitiu aplicar conhecimentos teóricos. Conclusões: embora esta vivência tenha permitido aos alunos adquirir competências abrangentes, também tem como limitação o surgimento de sentimentos de medo e ansiedade que podem impossibilitar o seu desenvolvimento.

RESUMEN Objetivo: describir las experiencias vividas en simulación clínica por los estudiantes de enfermería de la Universidad de Magallanes, Punta Arenas, Chile, en relación al uso de la simulación clínica como metodología de aprendizaje para el logro de habilidades para el cuidado en Enfermería. Método: la simulación por los estudiantes se realizó el año 2017, mientras cursaron séptimo y octavo semestre de formación profesional. El estudio realizado fue cualitativo, exploratorio descriptivo, en el cual participaron ocho estudiantes utilizando el instrumento de entrevista semiestructurada aplicada durante el segundo semestre año 2018. Resultados: se observó que la experiencia en simulación fue bueno y muy bueno. Destaca que los principales puntos de discusión para los participantes fue que la simulación clínica les entrego herramientas que les permitió adquirir identidad profesional, empoderamiento del rol profesional, razonamiento clínico, práctica profesional y organización. Por otra parte, también les permitió aplicar los conocimientos teóricos. Conclusiones: si bien esta experiencia les permitió a los estudiantes adquirir habilidades integrales también posee la limitante que afloran sentimientos de temor, ansiedad que pueden imposibilitar el desarrollo de la misma.

Desenvolvimento profissional: a produção científica nacional e estrangeira / Professional development: the national and international scientific production / Desarrollo profesional: la producción científica nacional y extranjera

O desenvolvimento profissional configura-se como um conceito de relevância expressiva na atividade laboral. O objetivo desta pesquisa foi apresentar uma revisão de literatura da produção científica nacional e estrangeira sobre desenvolvimento profissional e aprendizagem experiencial. A partir do Google Scholar, software Harzing Publish or Perish, pesquisamos 514 artigos em inglês e português, no período de 1994 a 2014. Primeiramente foi realizado estudo bibliométrico e em seguida análise dos resumos ou textos completos para revisão de literatura. As categorias de análise utilizadas na pesquisa foram: ano de publicação, público-alvo, tipo de ações de desenvolvimento profissional, variáveis e método empregado. Os resultados apontam que: (a) há predominância de pesquisas qualitativas; (b) faltam modelos teóricos de embasamento dos estudos; (c) o público-alvo predominante é de professores; (d) são poucos os estudos que apontam variáveis preditoras ou consequentes do desenvolvimento profissional.

Professional development forms a concept of significant relevance in labor activities. The objective of this research was to present a literature review of national and international scientific literature on Professional Development and Experiential Learning. From Google Scholar, Harzing´s Publish or Perish software, we researched 514 articles, published in English and Portuguese between 1994-2014. We performed a bibliometric study and then analyzed abstracts or full texts for a literature review. The categories of analysis used in the research were: year of publication, target audience, type of professional development activities, variables and method used. It was possible to conclude that: (a) there is a predominance of qualitative research; (b) there is a lack of theoretical foundation models in the studies; (c) the predominant target audience is teachers; (d) there are few studies that indicate predictor or consequence variables of professional development.

El desarrollo profesional se configura como un concepto de relevancia significativa en la actividad laboral. El objetivo de esta investigación es presentar una revisión bibliográfica de la literatura dela producción científica nacional y extranjera sobre desarrollo profesional y aprendizaje experimental. En Google Scholar, software Harzing Publishor Perish, investigamos a 514 artículos en inglés y portugués, en el período de 1994-2014. Primeramente se realizó un estudio bibliométrico, y luego el análisis de los resúmenes o textos completos para revisión de la literatura. Las categorías de análisis utilizadas en la investigación fueron: año de publicación, el público, tipo de acciones de desarrollo profesional, variables y método empleado. Las conclusiones son las siguientes: (a) hay un predominio del método cualitativo; (b) faltan modelos teóricos fundamentados en los estudios; (c) el público predominante es de profesores; (d) son pocos los estudios que mencionan variables predictivas o consecuentes del desarrollo profesional.

International service learning and interprofessional education in Ecuador: Findings from a phenomenology study with students from four professions.

Combined international service learning (ISL) and interprofessional education (IPE) experiences can move health professional student learning beyond the traditional confines of the classroom and outside uniprofessional ethos. The purpose of this transcendental phenomenological study was to describe the shared experience of health professional students participating in an ISL trip to a small community in Ecuador. The study focused on the learning and collaboration that occurred among students from multiple health professions during the trip and the cross-cultural exchange between the students and the patients in Ecuador. Participants included 15 students from 4 health professional programmes (pharmacy, medicine, physical therapy, and nursing). Data included interviews, focus groups, observation, and written documents. The essential meaning that emerged from this study was that the ISL/IPE learning opportunity created a practical opportunity for demystifying other healthcare professions in the context of a resource-limited international patient care setting, while supporting students' personal and professional development. Four structural themes emerged to describe the student experiences. Students had to negotiate the language barrier, limited resources, and unexpected diagnoses, while simultaneously learning about the roles and scope of other professions on the team and how to communicate effectively. Student's perseverance when facing the challenges resulted in their personal growth. The interprofessional component strengthened the students' knowledge of interprofessional collaboration and communication through real-world application.

Excellence in Development of Health Care Providers: The Nicaragua Clinical Experience.

INTRODUCTION: According to the U.S. Census Bureau, 17% of the U.S. population is Latino, with an expected increase to 31% by 2060. It is imperative that we prepare students who will be future health care providers with the resources needed to care for the Latino population, specifically increasing the number of Spanish-speaking health care providers who have some understanding of the Latino culture. There is a lack of health care providers who are educated about the Latino culture and lack mentorship in the development of medical conversational Spanish. METHOD: The Nicaragua Clinical Experience is a service learning abroad program embedded in an academic setting through the scholarship of cultural immersion, language development, health care, and leadership development of students. CONCLUSION: The Nicaragua Clinical Experience is a unique academic program that prepares pre-health care majors to provide culturally congruent health care for the Latino population. CLINICAL IMPLICATIONS: Students are prepared to care for Latino patients through the cultural immersion program and are also introduced to working in "team-based care" multidisciplinary groups to improve health care outcomes.

A medical mission to Guatemala as an advanced pharmacy practice experience.

OBJECTIVE: To describe the development and outcomes of an advanced pharmacy practice experience (APPE) for a medical mission trip to Guatemala. DESIGN: Pre-mission preparation and post-mission reflection activities were combined with in-country activities to create a 5-week APPE. During the 10-day medical mission trip, pharmacy students dispensed medications, counseled patients, conducted quality improvement assessments, and presented their findings and experiences as part of an interdisciplinary health care team. ASSESSMENT: The students who completed the mission trip met the objectives of the APPE and reported substantial learning in the areas of interdisciplinary teamwork and cultural competency. All students' scores on the Inventory for Assessing the Process of Cultural Competence-Student Version (IAPCC-SV) increased. The majority (81%) of student-generated quality improvement recommendations were implemented by the mission team. CONCLUSIONS: The medical mission APPE provided a rich learning environment for pharmacy students and resulted in modifications to the medical mission operation. This type of APPE could be implemented in other colleges of pharmacy via formation of partnerships with established medical mission teams as this one was.

A teoria da aprendizagem experiencial como alicerce de estudos sobre desenvolvimento profissional / The experiential learning theory as the basis for the research about professional development

A teoria da aprendizagem experiencial consiste em uma abordagem sobre o desenvolvimento do adulto, em especial, do profissional. Segundo seu fundador, o americano David Kolb, a profissionalidade é um percurso permanente de aprendizagem, desde que o indivíduo possa se apropriar de suas experiências de atuação profissional. São discutidos os princípios e conceitos básicos dessa perspectiva, fundamentados na relação entre determinados tipos de aprendizagem, denominados modalidades de aprendizagem, e o desenvolvimento dos processos afetivos, perceptivos, cognitivos e comportamentais, presentes ao longo do percurso profissional ou em situações específicas de aprendizagem, como é o caso de projetos de formação em serviço. A perspectiva holística e integrativa da aprendizagem experiencial se aproxima das tendências contemporâneas que destacam o papel do pensamento reflexivo para melhoria da qualificação profissional. Contudo, a acepção kolbiana segue um caminho próprio, original, com grande potencial de aplicação para estudos e propostas formativas no campo do desenvolvimento profissional.

The theory of the experiential learning consists of a perspective about the development of the adult, in special, of the professional. According to its founder, the American David Kolb, the profissionality is a permanent process of learning, provided the individual can assume appropriate the experiences of professional performance. The principles and basic concepts of this approach are presented, based on the relation between certain types of learning and the development of the affectivity, perception, cognition and behavior belonging to the professional life track or in specific situations as it is the case of projects of formation in service. The holistic and integrative perspective of the experiential learning has some proximity with contemporary approaches which emphasize the role of the reflective thought for improvement of the professional qualification. However, Kolb's theory follows a proper and original way, with great potential for studies and formative proposals for the professional development.