120 Chapter 7 by real-world experiences, as elucidated throughout this dissertation, can the significance of these reflections be fully appreciated. Consequently, we advocate for a more central role for candid and transparent discussions, as outlined in Chapter 6, rather than merely promoting SDM as the sole route to follow. To achieve the desired teaching objectives, reflection and reflective practice must be integral components of both training and practice, fostering a deeper understanding of SDM and its practical implementation. Kolb’s fourth element in his learning cycle, ‘active experimentation’, emphasizes the significance of trying out new methods and strategies in practice, in other words, applying the newly acquired knowledge during the second and third steps of the learning cycle in real workplace situations. However, this critical aspect is often overlooked or inadequately addressed in many training initiatives. Moreover, as discussed in Chapter 6, doctors frequently perceive limited opportunities for active experimentation within their daily practice, presenting a significant challenge in effectively implementing this phase of the learning cycle. Therefore, there is a pressing need to support learners in recognizing these opportunities for experimentation for the application of SDM. For instance, one approach is training supervisors with the skills to guide junior doctors in their learning and active experimentation journey, enabling them to apply and refine SDM principles in their practical work. This approach can help bridge the gap between theory and practice, ensuring the effective transfer of SDM skills from the learning environment and their integration into real-world clinical scenarios. Finally, it is essential to note that Kolb’s learning cycle is not a one-time process but an ongoing, cyclic journey. Unfortunately, many SDM training programs are often treated as standalone endeavors when they should be integrated into lifelong learning initiatives. This integration should span undergraduate, graduate, and postgraduate education, fostering a continuous learning mindset that seamlessly relates to the previously mentioned reflective practice. To repeat once more, viewing training as a universal solution overlooks the significance of workplace experiences. Effective SDM training initiatives should align with educational theories on experiential and reflective learning, emphasizing integrating real-life experiences and an open discussion on SDM benefits and pitfalls. To advance SDM, lifelong, patient-centered, and well-defined training programs are crucial, recognizing the pivotal role of educators and supervisors in and outside these programs. In the next paragraph, we will explore the misinterpretations of SDM definitions in current training and practice, examining this issue from a reductionist perspective. Reductionist tendencies when dealing with complexity Reductionism undeniably serves a crucial role in the field of medicine, providing a valuable tool to simplify intricate systems and break down complex biological and medical phenomena into
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