Table 3.

Explanation of the characteristics of the concept of value-rich exposures based on theories

Theory	Theory characteristics	Characteristics of value rich exposures
Social theories of learning	Learning and thinking are social processes.	One of the most important things to consider when designing value-rich exposures is the importance of the group and the interactions that take place between group members or between group and people in the community.
	Thinking and learning are structured by tools in specific environments and situations.	Value-rich exposures always take place in the context of an environment and under certain conditions, and the better this environment reflects the desired values, the better the student will understand them.
	Thinking is influenced by the situation in which learning takes place.	The student’s exposures in various situations serve as stimuli for probing and stimulating her/his mind, resulting in the manifestation of values.
	In teaching-learning situations, teachers should pay special attention to when, how, and in what situations this information is conveyed, rather than simply focusing on the content.	The characteristics of the concept under study that emerged in the form of a “value-rich educational program” are fully in line with assumptions of situational theory.
Transformative learning theory	Transformative learning is a learning experience that is rooted in the way humans communicate.	Interaction with peers, community members, heroes, role models, colleagues, and even ordinary people and patients is an important dimension of value-rich exposures that form part of the student learning experience.
	Faculty members should assist students in becoming aware of and criticizing their own and others’ hypotheses in order to facilitate transformative learning.	The value mentor’s proper guidance and support of the student is an important factor that influences the experience of value-rich exposure.
	The student should be placed in situations that allow him or her to identify and criticize his or her frames of reference.	In value-rich exposures, the student is exposed to opportunities that challenge his or her inner values and beliefs.
	The learning experience should be designed in such a way that the student can effectively participate in the conversations. In other words, learning is a social process, and discourse is required for meaning to be created.	One of the fundamental features of the concept of value-rich exposure, which is an essential component of the dimensions of “value-rich educational program” and “value-rich interactions,” is the ability to discuss and challenge the experience of value exposures.