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Last Reviewed:
October 2, 2024
First Published:
March 10, 2022
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Experiential learning is a student-centered pedagogical strategy that emphasizes the significant role of real-life experiences and critical reflection to promote learning. David Kolb (1984) described experiential learning as “the process whereby knowledge is created through the transformation of experience” (p. 38) and developed a four-stage learning cycle. In Kolb’s Experiential Learning Cycle, students actively engage in and progress through four stages of learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation.
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When using Kolb’s Experiential Learning Cycle, students “performed better on gathering a history, documenting a history, and developing a treatment plan” (Meyer et al., 2020), which are essential skills for healthcare professionals.
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Meyer, E.G., Battista, A., Somerfeldt, J.M., West, J.C., Hamaoka, D., & Cozza, K.L. (2020). Experiential learning cycles as an effective means for teaching psychiatric clinical skills via repeated simulation in the psychiatry clerkship. Academic Psychiatry, 10, 1-9.
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“Benefits of experiential learning have been described in higher education to be as diverse as improvements in clinical reasoning, problem solving, clinical judgment, self-esteem, emotions, self-determination, initiation, and professional development skills” (Benson, Provident, & Szucs, 2013; Coker, 2010; Falk-Kessler, Benson, & Witcher Hansen, 2007; Knightbridge, 2014; Experiential Learning, 2013).
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When designing the concrete experience, it must be meaningful, thought provoking, and highly relevant. This activity is done prior to concepts being introduced. All students actively participate in this experience to promote learning, e.g., simulation, video, experiments, case scenarios, debates, clinical assignments, etc.
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During reflective observation, all students reflect upon the concrete experience by answering specific, open-ended questions which help them make sense of what they just experienced.
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During abstract conceptualization, faculty present new concepts and ideas that stem from the concrete experience. This can come from the faculty, guest speakers, students, videos, articles, open-access materials, etc.
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Active experimentation provides students the opportunity to use and apply what they have learned.
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Institute for Experiential Learning
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Experiential Learning Video Series
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Yardley, S., Teunissen, P.W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34:2, 161-164.
- Kolb’s Experiential Learning Cycle Webinar. Connie Schroeder, PhD. Recorded November 30, 2020.
- Cultural Sensitivity and Competence in Experiential Learning. Webinar. Mukta Panda, MD. Recorded November 6 2020.
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