Medical student attitudes and actions that encourage teaching on surgery clerkships

Nguyen, Sarah; Johnston, Tawni; McCrary, Hilary C.; Chow, Candace J.; Babcock, Chanta’l; Richards, Boyd F.; Smith, Brigitte K.

doi:10.1016/j.amjsurg.2021.03.067

Cited by 9 publications

(8 citation statements)

References 14 publications

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“…Lastly, we found that participants perceived that confidence affected their learning from clinical supervision through engagement in learning activity. Nguyen et al also identified confidence as something that helps medical students learn in clerkships [ 15 ]. Participants in our study described confidence to be affected by previous experiences and thus possible to affect.…”

Section: Discussionmentioning

confidence: 99%

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Learning from clinical supervision – a qualitative study of undergraduate medical students’ experiences

Thyness

Steinsbekk

Grimstad

2022

Medical Education Online

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Introduction Clinical supervision is necessary to ensure students’ learning and patient safety. There is limited research on how medical students’ actions play into the dynamic of learning from clinical supervision. We aimed to explore undergraduate medical students’ experiences with learning from clinical supervision, focusing on students’ actions and interactions. Materials and methods A qualitative study using semi-structured interviews with medical students at two English and four Norwegian universities. The main topics were students’ experiences with clinical supervision, what students’ felt helped them learn, and how they acted. Transcribed interviews were analysed thematically. Results 22 students participated. The actions participants described performing during supervision ranged from staying quiet to initiating active participation. They described that learning was more likely to take place when they took initiative, acted on opportunities to participate, and focused their attention on learning. When they did not feel safe, they were more likely to stay quietly in the background. When participants felt concerned for patients’ welfare their attention shifted away from learning. While if they were appropriately confident, they engaged in learning. Conclusion Feelings of safety, patients’ being cared for, and confidence impacted on students’ actions and thus learning. Our findings suggest that when students feel psychologically safe, they are more likely to act and interact during clinical supervision. One way to improve psychological safety is to foster relationships between students and supervisors.

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Section: Discussionmentioning

confidence: 99%

“…explored students’ actions, both in the US. Hauer et al reported on findings of how students act to change unsuccessful relationships [ 14 ], while Nguyen et al reported on which students’ actions encouraged doctors to teach them [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Learning from clinical supervision – a qualitative study of undergraduate medical students’ experiences

Thyness

Steinsbekk

Grimstad

2022

Medical Education Online

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“… 19 Students’ approach includes preparation, 7 , 8 , 17 proactivity 20 and display of confidence. 7 , 9 In addition, whether the atmosphere is experienced to be psychologically safe, has been found to be important during medical students’ clinical learning. 21 , 22 …”

Section: Introductionmentioning

confidence: 99%

“…Qualitative studies have identified a range of factors students say helps them learn. Central are supervisors' behavior, 5,6 and students' approach [7][8][9] and participation. 6,10,11 Supervisors' behavior includes feedback, 12,13 clarifying what students are supposed to learn, 14,15 asking questions [16][17][18] and involving students in patient interactions.…”

Section: Introductionmentioning

confidence: 99%

“…19 Students' approach includes preparation, 7,8,17 proactivity 20 and display of confidence. 7,9 In addition, whether the atmosphere is experienced to be psychologically safe, has been found to be important during medical students' clinical learning. 21,22 Few quantitative studies have looked at the relationship between any of these factors and students' perception of learning benefits.…”

Section: Introductionmentioning

confidence: 99%

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What Aspects of Supervised Patient Encounters Affect Students’ Perception of Having an Excellent Learning Outcome? A Survey Among European Medical Students

Thyness¹,

Steinsbekk²,

Andersson³

et al. 2023

AMEP

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Background To investigate whether supervisor behavior, students’ participation and approach, and psychological safety were associated with self-reported excellent learning outcome from supervised encounters with patients among European medical students. Methods A cross-sectional, online survey among European medical students asking about their latest clinical supervision experience. Associations were examined with logistic regression. Results Students (N=908) from >25 countries reported on experiences from supervised patient encounters in most types of hospital departments and general practice. One out of six (17%) students perceived the learning outcome as excellent. In the multivariable logistic regression, this was independently associated with supervisor role modelling (odds ratio (OR) 2.1, 95% confidence interval (CI) 1.5–3.0) and addressing learning goals (OR 1.4, 95% CI 1.1–1.7), students’ approach to learning (OR 1.7, 95% CI 1.0–3.0) and psychological safety (OR 1.5, 95% CI 1.1–2.0). Supervisors being present during the patient encounter, coaching students or asking questions to have students express their thinking, and student participation in examination and/or history taking was not associated with perceived excellent learning outcome. Conclusion We encourage supervisors to recognize that students are beginners in most supervised clinical settings and often appreciate having learning goals addressed, behavior and thinking role modelled, and psychological safety established before they participate more fully.

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Two sides of the same coin: elements that can make or break clinical learning encounters

et al. 2022

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Medical student attitudes and actions that encourage teaching on surgery clerkships

Cited by 9 publications

References 14 publications

Learning from clinical supervision – a qualitative study of undergraduate medical students’ experiences

Learning from clinical supervision – a qualitative study of undergraduate medical students’ experiences

What Aspects of Supervised Patient Encounters Affect Students’ Perception of Having an Excellent Learning Outcome? A Survey Among European Medical Students

Two sides of the same coin: elements that can make or break clinical learning encounters

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