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What is missing is an answer to the how of teaching and training of those competencies as well as clearly defined learning objectives.
This might be considered surprising as clearly defined learning objectives could serve to focus students and staff allowing for clear demonstration of accomplishment [ 7].
Learning is just a means to that end, but reformers have erroneously defined learning as the prime reason of schooling.
Argyris and Schön [ 11] defined learning as the translation of new knowledge to altered behavior that is replicable.
Rutherfoord and Rutherfoord (2008) defined learning styles as the characteristic techniques in which learners learn, understand, and acquire information.
Ohlsson (p.44) defines learning as a meta-function for cognitive change and he states that it is implausible that cognitive change can be explained by a single learning mechanism.
The need for PLPs among postgraduate trainees and specialists is intuitive as they usually self-define learning goals depending on their learning needs and opportunities.
Honey and Mumford (1992) define learning styles as a description of attitudes and behaviors that determine students' learning preferences.
"Most people define learning too narrowly as mere 'problem solving,'" Argyris writes in a Harvard Business Review article titled, "Teaching Smart People How to Learn".
Experiential learning is defined as learning by doing or learning based on experience.
The Confucian project, as shaped by Xunzi, defines learning as socialization.
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