The transition to hospital consultant: Denmark and the Netherlands compared on preparedness for practice, perceived intensity and contextual factors

Westerman, Michiel; Teunissen, Pim W.; Jørgensen, Rasmus; Fokkema, Joanne P. I.; Siegert, C. E. H.; Vleuten, Cees van der; Scherpbier, Albert J.J.A.; Ringsted, Charlotte; Scheele, Fedde

doi:10.3109/0142159x.2013.774332

Cited by 27 publications

(36 citation statements)

References 35 publications

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“…In the research headed by Jonne van der Zwet on GP supervisors in an undergraduate setting we showed that differences between cultures, in this case general practice as opposed to clinical care, are even used by supervisors to ''privilege certain practical, social, and professional activities or values'' (van der Zwet et al 2014). In a comparative study between Denmark and the Netherlands, we looked at social and cultural variations between these two countries to explain the finding that new Danish consultants perceived their transition into a first position as consultant to be less intensive, and reported less burnout than their Dutch counterparts (Westerman et al 2013b). My participation in these studies, and the gradual conceptualisation of the ETR framework, has taught me how omnipresent social and cultural reifications are.…”

Section: Level 3: Recurrent Activities Results In Social and Cultural mentioning

confidence: 97%

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Teunissen

2014

Adv in Health Sci Educ

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105

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Learning by working is omnipresent in healthcare education. It enables people to learn how to perform, think, and interact in ways that work for their specific context. In this paper, I review my approach to studying this process. It centers on the question why healthcare professionals do what they do and how their actions and learning are intertwined. The aim of this paper is to illustrate what I have learned from the research I have been involved in, in such a way that it enables other researchers, educators, and clinicians to understand and study practice-based learning in healthcare workplaces. Therefore, I build on a programmatic line of research to present a framework of practice-based learning consisting of three inextricably linked levels of analysis. The first level focuses on how situations lead to personal experiences, the second level looks at strings of experiences that lead to multiple trajectories, and the third level deals with reifications arising from recurrent activities. This framework, and its interrelations and inherent tensions, helps to understand why healthcare workplaces can be both a powerful learning environment and a frustratingly hard place to change.

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Section: Level 3: Recurrent Activities Results In Social and Cultural mentioning

confidence: 97%

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Teunissen

2014

Adv in Health Sci Educ

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105

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“…Medical students' preparedness for practice as junior doctors can be improved by prior experiential, work-based learning in clinical practice during their medical programme (Brennan et al 2010). There are a number of ways in which the nature of learning in clinical placements can influence preparedness for practice (Westerman et al 2013;Tokuda et al 2010). For example, early clinical exposure allows medical students to 'actup' as junior doctors and may ease their transition to internship (Brennan et al 2010;Hauer et al 2012;Daly et al 2013a); At the same time failure to be prepared for practice can have negative consequences.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Social learning in a longitudinal integrated clinical placement

Roberts

Daly

Held

et al. 2016

Adv in Health Sci Educ

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Recent research has demonstrated that longitudinal integrated placements (LICs) are an alternative mode of clinical education to traditional placements. Extended student engagement in community settings provide the advantages of educational continuity as well as increased service provision in underserved areas. Developing and maintaining LICs require a differing approach to student learning than that for traditional placements. There has been little theoretically informed empirical research that has offered explanations of which are the important factors that promote student learning in LICs and the relationships between those factors. We explored the relationship between student learning, student perceptions of preparedness for practice and student engagement, in the context of a rural LIC. We used a sequential qualitative design employing thematic, comparative and relational analysis of data from student interviews (n = 18) to understand possible processes and mechanisms of student learning in the LIC. Through the theoretical lens of social learning systems, we identified two major themes; connectivity and preparedness for practice. Connectivity described engagement and relationship building by students, across formal and informal learning experiences, interprofessional interactions, social interactions with colleagues, interaction with patients outside of the clinical setting, and the extent of -016-9740-3 integration in the wider community. Preparedness for practice, reflected students' perceptions of having sufficient depth in clinical skills, personal and professional development, cultural awareness and understanding of the health system, to work in that system. A comparative analysis compared the nature and variation of learning across students. In a relational analysis, there was a positive association between connectivity and preparedness for practice. Connectivity is a powerful enabler of students' agentic engagement, collaboration, and learning within an LIC. It is related to student perceptions of preparedness for practice. These findings provide insight for institutions wishing to develop similar programmes, by encouraging health professional educators to consider all of the potential elements of the placements, which most promote connectivity.Adv in Health Sci Educ (2017) 22:1011-1029 DOI 10.1007/s10459

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“…Wilkie and Raffaeli [8] state that each transition involves a ‘fundamental re-examination of who and what we are, even if this processing is occurring at a largely unconscious level’. More specifically, in the transition from speciality training to hospital consultant, new consultants find themselves confronted with, and often overwhelmed by, a host of new challenges, such as final responsibility for patient care and novel non-clinical tasks relating to financial, leadership and management responsibilities [9, 10]. As a result, new consultants are forced to rapidly respond and adapt to these new circumstances and job requirements.…”

Section: Four Reflections On the Concept Of Callingmentioning

confidence: 99%

Reflections on having a ‘calling’ as a medical doctor

Westerman

2014

Perspect Med Educ

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The transition to hospital consultant: Denmark and the Netherlands compared on preparedness for practice, perceived intensity and contextual factors

Abstract: The importance of contextual aspects in the transition is underscored and shows that Denmark appears to succeed better in aligning training with practice. Regulations regarding working hours and progressive independence of trainees appear to facilitate the transition.

Cited by 27 publications

References 35 publications

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Social learning in a longitudinal integrated clinical placement

Reflections on having a ‘calling’ as a medical doctor

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