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The purpose of this study is to understand how, when, and why emergency medicine residents learn while working in the chaotic environment of a hospital emergency room.

This research used a qualitative interview methodology with thematic data analysis that was verified with the entire population of learners.

Analysis of the data revealed four different types of learning episodes, each with facilitating factors. The episodes varied in intensity, duration, and the degree of motivation and self‐direction required of the learner. One episode could prompt another. Learning occurred both individually and in social interaction in the workplace during the episode, as well as outside of the workplace environment after the experience had occurred.

Recommendations for individuals to maximize their learning related to this chaotic work environment are identified, along with associated implications for their trainers. These suggestions advocate for current apprenticeship approaches to training to include a developmental perspective, providing effective feedback and supporting learner self‐assessment and reflection.

This paper makes an original contribution to the literature by describing the process of learning by emergency medicine residents in the chaotic work setting of an emergency department. The paper also expands understanding of the types of learning episodes and the factors that contribute to their occurrence. Finally, the research illustrates how the voice of the learners can be used to inform their training.

This paper aims to explore the impact leadership development program graduates had on their workgroup, the nature of that impact and how that impact occurred.

This research was conducted at three sites using a qualitative interview methodology with thematic data analysis. Techniques to ensure trustworthiness included purposive sampling, triangulation of researchers, member checks and code checking.

Analysis of the data revealed secondhand learning as specific changes in practices, behaviors and attitudes, transferred by program graduates to their peers and supervisors. The transfer of learning was described as both intentional and informal learning during episodes of varying duration, and occurred through a variety of dyadic and group interactions in a manner generally consistent with the 4I framework of organizational learning.

The study was limited to medical educators. Recommendations for supervisors and organizations to maximize training transfer are identified. These suggestions advocate for actively encouraging graduates in departmental leadership and faculty development; focusing transfer on specific practices, behaviors and attitudes; and considering both short- and long-term outcomes.

This paper makes an original contribution to the literature by describing the process of secondhand learning from leadership development program graduates. The paper also expands our understanding of the nuances in transfer methods and associated learning episodes in the context of an educational environment. Finally, the research illustrates how qualitative methods can be used to expose secondhand learning.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Think of babies and you might think of cuddly, loveable, adorable and quite possibly noisy, smelly little creatures. They are also amazing “students” – observing what is going on around them, watching listening, touching, testing, tasting, assessing. When it comes to learning and honing new skills, acquiring essential new information, adapting to new experiences and preparing for difficult challenges ahead, adults can only look on in wonder at what babies can achieve in a short time.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.