Applying Learning Theories to Clinical Teaching in Contemporary Settings: A Conceptual Analysis

Background: Learning theories play a crucial role in shaping clinical instructional strategies, materials, and activities. By applying these theories, clinical teachers can create engaging, interactive, and student-centred learning experiences. However, some theories are complex and require time and adequate training to fully understand and implement. This study presents a theoretical concept analysis aimed at identifying clear and readily applicable concepts from well-known learning theories to enhance clinical teaching and learning in contemporary settings. Methods: A search for published articles on well-known learning theories was conducted. Articles were retrieved from Google Scholar and PubMed using search terms such as 'learning theories,' 'learning theories and clinical teaching,' 'applying learning theories to clinical teaching,' and 'learning theories in clinical instruction.' The principal investigator screened articles at the title, abstract, and full-text levels. Selected articles were thoroughly reviewed to identify relevant learning theories, from which key concepts underpinning clinical teaching and learning in contemporary settings were extracted and described. Results: We retrieved 625 articles, removed 38 duplicates, and screened the remaining articles at the title, abstract, and full-text levels. Ultimately, 23 articles were included in the study. The documented learning theories included behaviorism, social learning, constructivism, social constructivism, discovery learning, meaningful learning, experiential learning, humanistic theory, self-determination theory, and expectancy-value theory. Conclusion: Guiding clinical teaching sessions with well-established learning theories can significantly enhance learning outcomes in contemporary settings. Therefore, we recommend the intentional application of learning theories in clinical education to improve student engagement, knowledge retention, and skill acquisition. Additionally, policymakers should integrate evidence-based learning theories into clinical teaching guidelines and training programs to standardize and enhance the quality of education in healthcare settings.