A Theoretical Model for Supporting Bounded Learning Communities Focussed on the Promotion of Clinical Reasoning in Health Students Undertaking Field-based Education

This paper describes a theoretical model for the development of bounded learning communities for health students. These communities are formed by students from the same discipline who are undertaking field-based education and are focussed on the development and refinement of clinical reasoning skills. Structured asynchronous discussions are the primary educational tool utilised within this model. The model is informed and supported by three frameworks to direct the development of effective online learning environments and is designed to be generic but flexible enough to be suitable for students of any of the health sciences. The conceptual foundations of the model are discussed in detail and guidelines for the implementation of the model are outlined. This model will provide the framework for the development of effective communities of learning that are not only educationally enriching for health students undertaking field-based education, but also efficient in terms of academic support required.