A Student's View of a Medical Teaching Exercise

Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning

“…That students quickly become bored if they remain as passive observers for too long has been described, 16,17 as has the fact that the more actively they are involved and the closer their involvement comes to caring for patients, the more highly they value it 18–21 . Students' discomfort at the harm they and their teachers can do to patients creates a tension between their feelings of empathy and the need to acculturate to their new professional identity 22,23 . The highs of forming collegial relationships with practitioners and their clinical teams in a ‘teaching−learning alliance’ and the lows of being taught by humiliation are well documented, although the dominant place of nurses in students' workplace experiences has received less attention 19 .…”

“…[18][19][20][21] Students' discomfort at the harm they and their teachers can do to patients creates a tension between their feelings of empathy and the need to acculturate to their new professional identity. 22,23 The highs of forming collegial relationships with practitioners and their clinical teams in a Ôteaching)learning allianceÕ and the lows of being taught by humiliation are well documented, although the dominant place of nurses in students' workplace experiences has received less attention. 19)21,24 According to a ÔrelationalÕ model of education, the teacher)learner relationship is important in just the same way as the doctor)patient relationship, and teachers can use it to good effect if they couple challenge with support.…”