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Enquiry based learning (EBL)
Enquiry-based learning (EBL) refers to forms of learning driven by a process of enquiry: this usually involves a deep engagement with a complex problem. EBL incorporates structures and forms of support to help students carry out enquiries. This approach is similar to problem-based learning where the solution of a problem shapes the learning experience. However, EBL covers a broader spectrum of approaches. It can take several forms including analysis, problem-solving and research.
Equal opportunities committee
The BMA’s equal opportunities committee (EOC) has a remit to consider all areas of discrimination that can affect doctors in their work place and throughout their careers. The committee periodically monitors and reviews legislation and case law relating to equal opportunities that might have an impact on the medical profession. In 2003 the BMA’s career progress of doctors committee was merged with the Equal Opportunities Committee. For a summary of the work of the equal opportunities committee go here.
European working time directive (EWTD)
The European Working Time Directive (EWTD) is European law that seeks to protect the health and safety of workers within the European Union. Since 2004, doctors have only been able to work an average 58 hour maximum working week with EWTD rest requirements. In August 2007 this was reduced to an average 56 hour maximum and in 2009 this will probably become a 48 hour maximum working week. The introduction of the EWTD poses many challenges such as the delivery of service and the maintenance of high-quality training. The BMA’s Junior Doctors Committee (JDC) considers the EWTD to be important for junior doctors as employees and important for the quality of care provided by junior doctors to their patients. JDC is working to ensure that improvements in education and training occur alongside the reduction in working hours. For more information on the EWTD see the Junior Doctors' Handbook.
Experiential learning
Experiential learning is a process whereby knowledge is gained through experience (‘learning by doing’). Parts of the medical school curricula have been designed to provide experiential learning [20]. Experiential learning implies a total learning environment that is neither entirely problem-based, nor didactic, but a combination of the two. Experiential learning takes learners through a cycle of:
- doing (concrete experience)
- reviewing (reflective observation)
- learning (theory building, abstract ideas)
- applying (active experimentation, the testing of ideas)
- doing [21].
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