10 Chapter 1 point due to its intrinsic focus on addressing personal and sensitive health concerns, which strongly align with the principles of patient autonomy and involvement advocated by SDM. This dissertation primarily targets two main groups: medical residents, doctors in specialized training to become medical specialists, and established medical specialists. The significance of studying residents lies in their formative stage of professional identity development, during which they implicitly or explicitly assimilate the principles shaping their utilization of SDM. In contrast, medical specialists are a crucial focus group as well, as they represent both the current state of practice and the potential areas for improvement regarding SDM. It is worth noting that this thesis acknowledges the essential role patients play in SDM, even though it does not explicitly focus on their role. As explained later in this introduction, the dissertation is structured into two distinct sections. The first section delves into SDM training initiatives for residents, while the second section investigates underlying factors contributing to clinicians’ ongoing challenges in fully embracing SDM to the desired level. I will provide a brief background on medical workplace learning, culture, and behavior change to provide context for this division and shed light on the rationale and significance behind these two focal points. This background section will lay the foundation for articulating my research aims and questions. Background Information Theories on learning within the medical workplace Their educational environment significantly shifts as medical students transition from undergraduate to clinical training. They evolve from being recipients of classroom instruction to active learners immersed in the clinical workplace. Numerous educational experts have expounded on the distinctions between classroom-based and workplace learning. In the following section, I will provide succinct insights into the perspectives of notable experts and their relevant educational theories. These insights will provide a theoretical foundation for educational principles in training residents, enhancing the understanding of how to design and evaluate training initiatives tailored to their distinctive training needs. In his work, John Dewey, a prominent figure in educational philosophy, emphasized the pivotal role of workplace experience in formal training. He advocated for the integration of education into real-life situations, stressing that education should empower students to apply their knowledge meaningfully, fostering a deep and comprehensive understanding of the world. [15] In his theory of adult education and learning, Malcolm Knowles similarly stressed the importance of practical experiences. [16] Moreover, Knowles drew a clear distinction between children’s and adult learning, underlining a shift from a teacher-centered approach to a learner-centered one. While children’s learning often revolves around a fixed curriculum and relies on external motivators to fulfill immediate needs, adult learning is characterized by experiential, active,
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