Social network dynamics throughout clinical training—Distance matters

Badawy, Layla; Oza, Priyanka; Shankarghatta, Rohan; Merlini, Elisa

doi:10.1111/medu.14421

Cited by 3 publications

(4 citation statements)

References 4 publications

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“…The findings highlight not only the importance of students' participation in the place they are training or in the rural community of practice, but also the need for active participation in supervision and reflection and in academic and social support to facilitate transformative learning. This is corroborated by the recent editorial in Medical Education by Badawy et al (2021) [31] who emphasize the importance of social networks. The participation of the students in these various activities and practices are depicted in Fig.…”

Section: Participation For Transformationmentioning

confidence: 59%

“…Coordination related to access, not only to academic material but also social support networks from a remote setting, was crucial to the students’ experiences on the distributed training platform. Feelings of isolation and of being negatively affected by missing academic tutorials is a very real experience for students and every effort needs to be made to ensure that students remain connected to their class and their support systems when they are based so far from their academic home [ 31 ]. An understanding of why students who were placed in Upington for the entire year seemed to feel more socially isolated is necessary to better support these students and encourage the development of local support systems.…”

Section: Discussionmentioning

confidence: 99%

“…Feelings of isolation and of being negatively affected by missing academic tutorials is a very real experience for students and every effort needs to be made to ensure that students remain connected to their class and their support systems when they are based Fig. 1 suggested extent of student participation on rural clinical training platforms so far from their academic home [31]. An understanding of why students who were placed in Upington for the entire year seemed to feel more socially isolated is necessary to better support these students and encourage the development of local support systems.…”

Section: Participation For Transformationmentioning

confidence: 99%

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Transformative learning through participation: experiences at a rural clinical training site in South Africa

et al. 2022

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Background Distributed training has been cited as an opportunity that offers transformative learning experiences in preparing a future workforce to address local needs. For this reason, rural and longitudinal placements are increasingly being adopted by medical schools across the world. Place, participation and person are considered integral in the process of transformation of medical students into responsive graduates on the distributed platform. This article aims to explore the experiences and perceptions of student learning on a rural training platform in South Africa while considering the interrelation between person, place and participation as a process of transformation to becoming a health care professional. The research forms part of a 5-year longitudinal case study, initiated in 2019 to explore a university-rural hospital collaboration on students, staff and the local health care system. Methods Data was collected using interviews and surveys from 63 purposively selected and consenting participants between January and November of 2019. All qualitative data were inductively analysed using an interpretivist approach to thematic analysis for the purposes of this article. All quantitative data was analysed descriptively using Microsoft Excel. Ethics and permission for this research was granted by the Stellenbosch University Human Research Ethics Committee, the Undergraduate Students Programme Committee and the Northern Cape Department of Health, South Africa. Findings Four themes, namely: authenticity of context; participation in a community of practice and social activities; supervision and reflection; and distance support were extracted from the data. These findings contribute to the theory of transformative learning on the distributed platform by expanding on the interrelationship of person, place and participation, specifically as it relates to participation within various communities and practices. The value of active participation in reflection and supervision, distance academic support and social support systems are explored. Conclusions The three dimensions and interrelationship of person, place and participation in the process of transformative learning on the rural training platform can be further unpacked by exploring the types of participation that have facilitated student learning in this research context. Participation in interprofessional teams; supervision, reflection and distance support appear to be the most crucial elements during this transformative learning process.

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Section: Participation For Transformationmentioning

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Section: Participation For Transformationmentioning

confidence: 99%

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Transformative learning through participation: experiences at a rural clinical training site in South Africa

et al. 2022

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“…Lastly, it could be important to consider how distance, as a result of the COVID-19 pandemic—for example, due to the increase in telehealth—could impact psychological safety and students’ ability to develop meaningful relationships with others in the clinical space. 63 …”

Section: Discussionmentioning

confidence: 99%

Medical Students’ Socialization Tactics When Entering a New Clinical Clerkship: A Mixed Methods Study of Proactivity

Atherley

Dolmans

et al. 2022

Academic Medicine

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Purpose Socialization into clinical clerkships is difficult in part due to ambiguity around students’ new roles and expected behaviors. Being proactive reduces ambiguity and is essential to socialization. Proactive behavior can be taught and goes beyond having a proactive personality. Among students entering new undergraduate clinical clerkships, this study aimed to investigate (1) reported proactive behaviors and their association with social integration and (2) enabling and inhibiting factors for proactive behavior. Method This study was conducted at the 5-year MBBS program at Western Sydney University during academic year 2019–2020. Using a convergent mixed methods approach, survey and interview data from third-, fourth-, and fifth-year students were collected. Surveys explored 5 proactive behaviors: feedback seeking, information seeking, task negotiation, positive framing, and relationship building. Interviews elicited descriptions of how students described their proactivity and what influenced students to be proactive when entering a new clerkship. Data were integrated using the following the thread and mixed methods matrix techniques. Results Students exhibited all 5 proactive behaviors. Survey data showed positive framing and task negotiation had the highest and lowest scores, respectively. Only positive framing correlated significantly with social integration scores (r = 0.27; P < .01), but this contrasted to interviews, in which students described how other proactive behaviors also led to social integration. Proactive behavior scores decreased across academic years. Integrated data showed 3 linked antecedents to whether students exhibited proactive behavior: feeling capable of being proactive, individual intention to be proactive, and the immediate environment and system-level factors. Conclusions Students who framed the experience positively were more likely to report increased social integration. Initiating task negotiation was challenging for most students. The authors propose a conceptual model for proactivity and social integration to support socialization and learning during clinical transitions for future research and interventional design.

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Overcoming the Impact of COVID-19 on Surgical Mentorship: A Scoping Review of Long-distance Mentorship in Surgery

Raborn

Janis

2021

Journal of Surgical Education

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Social network dynamics throughout clinical training—Distance matters

Cited by 3 publications

References 4 publications

Transformative learning through participation: experiences at a rural clinical training site in South Africa

Transformative learning through participation: experiences at a rural clinical training site in South Africa

Medical Students’ Socialization Tactics When Entering a New Clinical Clerkship: A Mixed Methods Study of Proactivity

Overcoming the Impact of COVID-19 on Surgical Mentorship: A Scoping Review of Long-distance Mentorship in Surgery

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