How residents learn: qualitative evidence for the pivotal role of clinical activities

Teunissen, Pim W.; Scheele, Fedde; Scherpbier, A. J. J. A.; Vleuten, Cees P.M. van der; Boor, Klarke; Luijk, Scheltus J. van; Diemen-Steenvoorde, J. A. A. M. van

doi:10.1111/j.1365-2923.2007.02778.x

Cited by 249 publications

(252 citation statements)

References 32 publications

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“…18 In our study, interns spent on average only 12 % of their time with patients. Other studies corroborate that direct patient care consumes less time than indirect patient care.…”

Section: (2)mentioning

confidence: 98%

The Composition of Intern Work While on Call

et al. 2012

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“…18 In our study, interns spent on average only 12 % of their time with patients. Other studies corroborate that direct patient care consumes less time than indirect patient care.…”

Section: (2)mentioning

confidence: 98%

The Composition of Intern Work While on Call

et al. 2012

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“…Increasingly, evidence supports the necessity of a practical experience to stimulate the process of learning. [1][2][3][5][6][7] By participating in such activities, students are challenged to interpret what happened and to construct meaning through their personal experiences. Many different aspects influence this process, for instance prior knowledge, written information, external views and contextual factors.…”

Section: Discussionmentioning

confidence: 99%

“…1 Reflecting on and interpreting their interaction with patients helped students to construct meaning from the clinical experience, which in turn promoted learning. 2 At the end of their fourth year, medical students at the University of Pretoria work in the practice of a primary healthcare practitioner for two weeks. This is compulsory.…”

Section: "In Our Academic Year We Seldom Spend Time Just Talking To mentioning

confidence: 99%

Using fourth-year medical students' reflections to propose strategies for primary care physicians, who host students in their practices, to optimise learning opportunities

Rooyen

2012

South African Family Practice

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Setting and subjects: Fourth-year medical students at the University of Pretoria are required to work with a primary healthcare practitioner for two weeks. After the preceptorship, reflective photo-story reports on the students' experiences and personal and academic growth are submitted.Objectives: To identify whether the objectives of the preceptorship were met and to describe the experiences of students, the reflective reports were qualitatively analysed. A second purpose of the analysis was to propose strategies that could be implemented by the primary healthcare practitioners to optimise the learning experience of students in their practices.Design: A qualitative approach to analyse the narratives of the photo-story reports was used. Main and subthemes were identified from the topics that were thought about. Quotes from the narratives were selected to support the themes. Each of the quotes was then scrutinised to ascertain if evidence of learning had taken place. Results:The main themes were identified as: the impact that the visit had had on the student, the emotions that they had experienced, working with the physician, interacting with patients and the clinical care of patients. Learning was achieved under conditions that made the students feel comfortable, confident, happy and inspired; required their active participation; challenged them; inspired them to see the advantage of learning; and when feedback was given to them. Conclusion:Strategies for use by practitioners to optimise the learning experience of students in their practices were proposed. These included active student participation, reflection, the creation of a positive environment, student participation in challenging experiences, active learning and quality time spent with patients.Peer reviewed.

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“…• Témoigne d'un intérêt à progresser et d'habiletés de métacognition [11] (autorégulation des apprentissages).…”

Section: E Rangunclassified

Favoriser la position d'apprentissage grâce à l'interaction superviseur-supervisé

Giroux

Girard

2009

Pédagogie Médicale

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-Context and problematic:When being supervised in clinical settings, learners benefit from adopting certain attitudes and cognitions allowing them to get the most out of learning opportunities. This constitutes a "learning position" in which evaluation is perceived primarily as formative and integrated into the normal physician training stream. Methods: Over the years, various practical exercises have been conducted during workshops, broadening knowledge about the elements that facilitate the learning position and about definite strategies for attaining it. Specific examples of this are learning strategies and potential impediments. Results: Integrating systematically a workshop on this topic into the curriculum for postgraduate training in family medicine and frequently referring to the concept during clinical supervision are concrete outcomes of this work. This action research also made it possible to confirm that the open, nurturing character of interactions between supervisor and supervisee facilitate the adoption of a learning position, allowing the learner to perceive his gradual progress and to bolster his feeling of competency. Conclusion: The learner and supervisor jointly share responsibility for bringing these facilitating conditions together.Article publié par EDP Sciences 194 M. Giroux et G. Girard

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How residents learn: qualitative evidence for the pivotal role of clinical activities

Abstract: The presented theoretical framework of residents' learning provides much needed empirical evidence for the actual learning processes of residents in the clinical workplace. The insights it offers can be used to exploit the full educational potential of the clinical workplace.

Cited by 249 publications

References 32 publications

The Composition of Intern Work While on Call

The Composition of Intern Work While on Call

Using fourth-year medical students' reflections to propose strategies for primary care physicians, who host students in their practices, to optimise learning opportunities

Favoriser la position d'apprentissage grâce à l'interaction superviseur-supervisé

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