The education avenue of the clinical learning environment: A pragmatic approach

Chan, Ming K.; Snell, Linda; Philibert, Ingrid

doi:10.1080/0142159x.2019.1566602

Cited by 10 publications

(6 citation statements)

References 55 publications

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“…Accordingly, the concept of learning processes is complex and involves several dimensions that influence learning. Razack and Philibert [ 38 ], Gruppen [ 2 ] and Chan et al [ 3 ] discuss the complexity and multi-dimensionality concerning physical environment and infrastructure, social interaction and institutional cultures. The complexity and multi-dimensionality can be linked to our results concerning learning process and dimensions that influence students’ learning, which are to a great extent formed and framed by university and clinical practice.…”

Section: Discussionmentioning

confidence: 99%

“…This means that students’ learning in clinical practice is a complex endeavour, and there are many aspects involved that impact students’ learning processes [ 1–3 ]. The clinical environment offers unique pedagogical encounters and rich learning situations comprising interactions with patients and staff, skills training and activities requiring application of and reflection on gained theoretical knowledge [ 3 , 9 ]. Several studies verify that the experiences of authenticity and opportunities to apply theoretical knowledge in their future profession facilitates students’ understanding of it, boosting their feeling of meaningfulness [ 5 , 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

“…Supervisors’ behaviour and pedagogical knowledge, their relationship to students and the organisation of supervision have proven to be very important for students’ ability to achieve intended learning objectives in clinical practice [ 4 , 17–21 ]. However, the socio-cultural environment including interactions with staff, patients, and other health care students is likely to affect how students experience and can benefit from clinical practice for their learning [ 3 , 8 , 11 , 22 ]. The relationships and interactions between health care actors and higher education institutions form basic prerequisites for how clinical practice is organised and affecting the students learning.…”

Section: Introductionmentioning

confidence: 99%

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Students’ learning in clinical practice – a scoping review of characteristics of research in the Nordic countries

Silén,

Kalén,

Lundh

et al. 2023

Medical Education Online

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Rationale The complex nature of student learning in clinical practice calls for a comprehensive pedagogical framework on how to create optimal learning affordances. Purpose The purpose of this study was to describe characteristics of conducted research regarding investigated research questions, distribution of different health care student groups, and employed methodological approaches. Methods A scoping review was chosen to capture the multifaceted characteristics in the field of learning in clinical practice. Funded local projects were analysed to provide significant core concepts for the literature search. A systematic search and review of articles published 2000–2019 in the Nordic countries was conducted according to PRISMA- ScR (23). The search was made in Medline (OVID), SveMed+ and CINAHL and resulted in 3126 articles. After screening of the titles and abstracts 988 articles were included for further review. The abstracts of all these articles were reviewed against established inclusion and exclusion criteria and 391 articles were included. Characteristics of purposes and research questions were analysed with a qualitative content approach resulting in identified subject areas including significant categories. Health care student groups and methodological approaches were also identified. Results Subjects predominating the research were organisation of clinical practice, supervision , and students’ experience followed by interprofessional learning and learning environment . Co-operation, university-clinical setting , and patients’ role were investigated to a small extent. Sparsely occurring subjects were also specific learning outcomes and evidence-based knowledge . Nursing students were involved in 74% of the studies, medical students in 20%, and other professions around 8%. Qualitative approaches were most common. Conclusion Health care students’ learning in clinical practice has been researched to a large extent within the Nordic countries and important subject areas are well represented. The research displays a great potential to extract and describe factors to create a pedagogical framework with significant meaning to support students’ learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ learning in clinical practice – a scoping review of characteristics of research in the Nordic countries

Silén,

Kalén,

Lundh

et al. 2023

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…For optimal learning, psychological safety of trainees must be established and sustained and the trainees should be able to speak up against negative behaviours without any personal or professional consequences. The large number of trainees and its impact on learning can be viewed using the avenue of diversity and inclusion [ 34 ] while the pressure of patient volume, time and other competing clinical priorities can be approached through the avenue of education [ 35 ]. Strategies to improve ward round learning such as faculty development to improve teaching skills could have an impact on multiple avenues of the CLE.…”

Section: Discussionmentioning

confidence: 99%

The ward round: friend or foe in postgraduate training? A grounded theory study of residents’ perspectives

Noorani

2022

Medical Education Online

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“…There is extensive research available regarding how to make the clinical learning environment fruitful for learning and to support students to reach their learning goals, while becoming well educated and well-functioning professionals (cf. [ 2 – 4 ], [ 8 – 11 ]).…”

Section: Introductionmentioning

confidence: 99%

Designing for student autonomy combining theory and clinical practice – a qualitative study with a faculty perspective

Silén,

Manninen,

Fredholm

2024

BMC Med Educ

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Background Although extensive research exists about students’ clinical learning, there is a lack of translation and integration of this knowledge into clinical educational practice. As a result, improvements may not be implemented and thus contribute to students’ learning. The present study aimed to explore the nature of clinical faculty members’ learning related to how they apply research about student autonomy. Methods A course, “Designing learning for students’ development of autonomy in clinical practice” was conducted for faculty responsible for students’ clinical education. Within the frame of the course the participants designed a project and planned how they would implement it in their clinical context. Fourteen clinical faculty members participated in the study. The participants’ interpretation of the educational intervention, which combines complex theory with the equally complex clinical practice, was explored by studying how the participants’ approaches and understanding of the facilitation of autonomy were manifested in their projects. The projects in the form of reports and oral presentations were analyzed using qualitative content analysis together with an abductive approach. Findings One identified domain was “Characteristics of the design and content of the projects”. This domain was signified by two themes with different foci: Preparing the soil for facilitating student autonomy; and Cultivating opportunities for students to actively strive for autonomy. A second identified domain, “Embracing the meaning of facilitating autonomy” was connected to participants understanding of theories underlying how to support the development of autonomy. This domain contained two themes: Connection between activities and autonomy is self-evident and Certain factors can explain and facilitate development of autonomy. Conclusion Education directed to strategic clinical faculty members to develop evidence-based approaches to student learning can be productive. To succeed there is a need to emphasize faculty members individual understanding of actual research as well as learning theories in general. Faculty trying to reinforce changes are dependent on their own mandate, the structure in the clinic, and recognition of their work in the clinical context. To achieve a potential continuity and sustainability of implemented changes the implementation processes must be anchored throughout the actual organization.

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The education avenue of the clinical learning environment: A pragmatic approach

Cited by 10 publications

References 55 publications

Students’ learning in clinical practice – a scoping review of characteristics of research in the Nordic countries

Students’ learning in clinical practice – a scoping review of characteristics of research in the Nordic countries

The ward round: friend or foe in postgraduate training? A grounded theory study of residents’ perspectives

Designing for student autonomy combining theory and clinical practice – a qualitative study with a faculty perspective

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