Occupational training programs are their own kettle of fish because there is a large amount of absolutely essential memorized content and skills that must be learned to a point of automaticity.
There is also an apprenticeship component where you work in real or simulated situations with an expert in order to learn to think like an expert. This is where emergent learning makes an appearance.
Diagnostic Reasoning requires taking the patient symptoms, matching this to what you know about body systems and coming up with a couple of predictions about what is wrong. Clinical Reasoning takes the predictions, and refines the diagnosis through patient history, physical examination and tests, then determines treatment. Compare, contrast, research, analyse, identify systemic problems, juggle multiple factors are important strategies that must be developed in medicine.
You learn to do this by seeing a wide range of patients over time but you also need a constant feedback system from patients, nurses, preceptors and self reflection. This is where training programs often fail their students. Poor feedback loops demoralize on one hand because of their severity and allow negative behaviour to continue on the other extreme. So formative assessment is a critical element. Summative assessment in occupational training is usually done externally and is a client safety step that confirms this person is qualified to practice.
So you have the prescriptive classrooms, emergent clinical experiences and the chaos of the unsupervised experience, all existing and clamoring for more time.