Simple truths from medical students: Perspectives on the quality of clinical learning environments

Abstract

Background: The opportunity for students to learn whilst in a clinical placement is a central component of undergraduate medical education and an educationally conducive clinical environment is essential if the student is to optimise learning opportunities. Aim: This study, which was conducted by medical students, and amongst medical students aims to investigate the key conditions that students most value when placed in clinical settings. Methods: A qualitative approach was adopted in which a series of focus group discussions were conducted by senior medical students trained in the facilitation of focus group moderation. In total, 30 students contributed to four separate focus groups. Results: Whilst students identified some factors which were similar to previous studies, other factors considered important to learning in the clinical setting surfaced. Namely, the need for students to be self-motivated and the valuable contribution that other medical students can make to the learning of their peers. Conclusions: Our findings concur with other similar studies. However, our findings were generated by medical students and not subject to influence by university teachers during the data collection and analysis. This not only serves to reinforce previous studies but also supports the use of peer data collection from medical students.

A qualitative study of undergraduate clerkships in the intensive care unit: It’s a brand new world

“…Two previous studies [45, 46] demonstrate that the early clinical career of a medical student is notable for the challenge of induction into new clerkships, so-called ‘professional socialization’ (p113) [45] when students navigate new ‘socio-emotional space(s)’ (p364) [46], seeking an identity with attendant roles, responsibilities and expectations. The results of our study and others advocate a combination of a welcoming, ‘invitational’ (p542) [13] environment with good guidance and organization which, by supporting this period of induction [8, 10, 13, 15, 16], may promote early self-regulatory activities and learner agency. This is an important message for educators involved in providing orientation and ‘developmental space’ (p363) [46] for students.…”

“…Numerous qualitative studies have evaluated undergraduate clinical workplace learning [7, 8, 11–16] but none of these studies includes data on ICM clerkships. Existing research about undergraduate ICM learning, mostly quantitative with self-selected students doing 2‑ or 3‑month electives, suggests that it is popular and achieves measurable learning outcomes [17–22].…”

Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching–learning relationship

“…Students identify relationships with their CEs as critical to the success of their learning experience (Miller 2012 ). Several researchers agree that the T-L relationship between a CE and a student is probably the most important aspect of clinical education as the CE provides support and a sense of belonging (Gallagher et al 2012 ; Kilminster et al 2007 ). The quality of the T-L relationship, however, will affect students’ confidence and willingness to engage actively in the learning process (Delany & Bragge 2009 ).…”

What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

“…Being self motivated and receptive to learning opportunities has been reported as key to the success of clinical placements (Gallagher et al, 2012).…”

“…Some students prefer a more structured learning environment. An increased openness to learning opportunities might be achieved through a better orientation process, which highlights initiative and a broad range of strategies to recognise and maximise learning opportunities (Gallagher et al, 2012).…”