Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts

King, Eva; Turpin, Merrill; Green, Wendy; Schull, Daniel

doi:10.1007/s10459-019-09891-8

Cited by 16 publications

(10 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To name a few recent examples, specifically in terms of clinical identities, Grounded Theory has been demonstrated to produce high quality findings on how nursing staff reconcile their identities as specialist practitioners, teachers, and Nurses [15,16], and in global studies, how clinicians learn [17], navigate their working environments [18][19][20], and negotiate their careerrelated errors and regrets [21][22][23][24]. It is with this reasoning, the complexity of the training intervention we were questioning, and the multi-disciplinary nature of our team (Psychologists, clinical anaesthetic and surgical Doctors, and Medical Educators), a Grounded Theory approach appropriate to cross-disciplinary health research was selected to ensure the most nuanced reflections were sought from participants.…”

Section: Grounded Theory In Clinical Researchmentioning

confidence: 99%

Becoming the temporary surgeon: A grounded theory examination of anaesthetists performing emergency front of neck access in inter-disciplinary simulation-based training

et al. 2021

View full text Add to dashboard Cite

The time-critical ‘can’t intubate, can’t oxygenate’ [CICO] emergency post-induction of anaesthesia is rare, but one which, should it occur, requires Anaesthetists to perform rapid emergency front of neck access [FONA] to the trachea, restoring oxygenation, and preventing death or brain hypoxia. The UK Difficult Airway Society [DAS] has directed all Anaesthetists to be trained with surgical cricothyroidotomy [SCT] as the primary emergency FONA method, sometimes referred to as ‘Cric’ as a shorthand. We present a longitudinal analysis using a classical approach to Grounded Theory methodology of ten Specialist Trainee Anaesthetists’ data during a 6-month training programme delivered jointly by Anaesthetists and Surgeons. We identified with a critical realist ontology and an objectivist epistemology meaning data interpretation was driven by participants’ narratives and accepted as true accounts of their experience. Our theory comprises three themes: ‘Identity as an Anaesthetist’; ‘The Role of a Temporary Surgeon’; and ‘Training to Reconcile Identities’, whereby training facilitated the psychological transition from a ‘bloodless Doctor’ (Anaesthetist) to becoming a ‘temporary Surgeon’. The training programme enabled Specialist Trainees to move between the role of control and responsibility (Identity as an Anaesthetist), through self-described ‘failure’ and into a role of uncertainty about one’s own confidence and competence (The Role of a Temporary Surgeon), and then return to the Anaesthetist’s role once the airway had been established. Understanding the complexity of an intervention and providing a better insight into the training needs of Anaesthetic trainees, via a Grounded Theory approach, allows us to evaluate training programmes against the recognised technical and non-technical needs of those being trained.

show abstract

Section: Grounded Theory In Clinical Researchmentioning

confidence: 99%

Becoming the temporary surgeon: A grounded theory examination of anaesthetists performing emergency front of neck access in inter-disciplinary simulation-based training

et al. 2021

View full text Add to dashboard Cite

show abstract

“…‘… which implies students’ cultural/ linguistic differences alone impede their ability to meet academic outcomes’. (p.692) 20 …”

Section: Resultsmentioning

confidence: 99%

Invoking culture in medical education research: A critical review and metaphor analysis

et al. 2021

View full text Add to dashboard Cite

Introduction: 'Culture' is a word frequently invoked within medical education literature to explain challenges faced by learners in practice. While social settings and practices are widely acknowledged as critical influences on medical education, there is vast variability in how the term 'culture' is employed. This may lead to confusion, resulting in assumptions and oversights.Objective: This critical literature review aims to characterise how the term 'culture' is explicitly and implicitly conceptualised in medical education research.Methods: Four leading English language journals in the medical education field were searched in a twelve-month period for research papers or reviews that mentioned culture in title or abstract in a substantive way. A content analysis was undertaken of extracted definitions. In addition, metaphor analysis was used to identify conceptual metaphors, which were subsequently clustered thematically.Results: Our search yielded 26 papers, 8 of which contained definitions, mostly from the organisational literature. We interpreted nine conceptual metaphors related to how the term culture was employed (terroir, divider, dominant force, toxic force, obstacle, microclimate, object, brand and holdall) in four categories (unchanging, powerful, can adapt around, can be used).Discussion: This critical review reveals that medical education as a field: 1) draws most explicitly from the organisational literature; 2) invokes culture in multiple means but in ways that privilege either acontextual human agency or all-powerful social forces; and 3) regards culture as a negative or neutral force but rarely a positive one.There is a notable absence around conceptualisations of 'culture' that allow educator, student and administrator agency but at the same time acknowledge the deep forces that various social settings and practices exert. Other literatures investigating learning cultures and cultural reflexivity focus on this nexus and may provide possible means to advance considerations of culture within medical education research.

show abstract

“…The nature and quality of learning were dependent on clinicians entering a dialogue with students linked to patient care. Scholz et al ( 5 ) and King et al ( 48 ) also highlight the importance of language in veterinary WCT, which is fundamentally a social enterprise. Participants learn both the technical terminology of the sciences alongside the tacit tone and language required for communicating successfully with clients and colleagues in various contexts, for example on the farmyard, in the consultation room, in theatre or the staff room.…”

Section: Socio-culturalist Theoriesmentioning

confidence: 99%

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

et al. 2022

View full text Add to dashboard Cite

Learning theories are abstract descriptions which help us make sense of educational practice. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students' graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics (“tools”) in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation. These form a new conceptual framework—the “Preparedness Toolkit.”

show abstract

Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts

Cited by 16 publications

References 39 publications

Becoming the temporary surgeon: A grounded theory examination of anaesthetists performing emergency front of neck access in inter-disciplinary simulation-based training

Becoming the temporary surgeon: A grounded theory examination of anaesthetists performing emergency front of neck access in inter-disciplinary simulation-based training

Invoking culture in medical education research: A critical review and metaphor analysis

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

Contact Info

Product

Resources

About