Exploring the Role of Experiential Learning on Individual Adaptive Competencies

Abstract

The purpose of this study is to explore the role of the experiential learning process in nurturing individual adaptive competencies. Another aim is to understand the process of individual learning and ascertain the role of conceptual learning in the experiential learning process. This research is based on a qualitative research paradigm. It is an exploratory nature of the study. The unit of analysis is the process of experiential learning taking place in the medical discipline. The case study is used as a research methodology to establish an in-depth understanding of the phenomenon (experiential learning process) through subjective perspectives of informants’ lived experiences. For data collection, semi-structured interviews were conducted. Data are analysed through the grounded theory method. It is inferred that experiential learning creates individual adaptive competencies in terms of delivered competencies, strong decision-making abilities, enhance confidence level and problem-solving ability, expert learning, generative competencies, reinforcement of experiences, and professional grooming. These dimensions are validated through the subjective saturated shreds of evidence of informants. This study has importance for both academics and practitioners alike. For academics, it provides a conceptual storyline about how individuals learn based on their experiences then the integration of experiences leads towards experiential learning. For practitioners, it supports how academia and practical learning are integrated to enhance individual learning competencies. Practical exposure of experiences serves as the fundamental tool for learning new knowledge.