‘They’ve all got to learn’. Medical students’ learning from patients in ambulatory (outpatient and general practice) consultations

Ashley, Philippa; Rhodes, N.D.; Sari-Kouzel, H; Mukherjee, Arijit; Dornan, Tim

doi:10.1080/01421590802464445

Cited by 40 publications

(64 citation statements)

References 46 publications

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“…Because the general practice clerkship is scheduled near the end of the curriculum, the participants may have been more aware of the process of professional identity formation, which may have coloured their learning experiences. Nevertheless, the basic principles of our model also resonate in findings among third year medical students regarding early patient contacts (Ashley et al 2008). We are less sure about the impact of country-related differences with respect to the culture and context of both hospital and general practice based learning settings.…”

Section: Discussionsupporting

confidence: 52%

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

Zwet

Zwietering

Teunissen

et al. 2010

Adv in Health Sci Educ

145

136

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Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students’ learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to suffice. There is also a paucity of research which, from a perspective other than the cognitive or descriptive one, investigates student learning in general practice settings, which are often characterised as powerful learning environments. In this study we took a socio-cultural perspective to clarify how students learn during a general practice clerkship and to construct a conceptual framework that captures this type of learning. Our analysis of group interviews with 44 fifth-year undergraduate medical students about their learning experiences in general practice showed that students needed developmental space to be able to learn and develop their professional identity. This space results from the intertwinement of workplace context, personal and professional interactions and emotions such as feeling respected and self-confident. These forces framed students’ participation in patient consultations, conversations with supervisors about consultations and students’ observation of supervisors, thereby determining the opportunities afforded to students to mind their learning. These findings resonate with other conceptual frameworks and learning theories. In order to refine our interpretation, we recommend that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education.

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Section: Discussionsupporting

confidence: 52%

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

Zwet

Zwietering

Teunissen

et al. 2010

Adv in Health Sci Educ

145

136

View full text Add to dashboard Cite

show abstract

“… 1–3 What students gain from such interactions might, however, come at a cost to patients. Most patients in hospital wards and out‐patient clinics are willing to be seen by students, which suggests that any harm is slight 4–11 . A study by Benson et al.…”

Section: Introductionmentioning

confidence: 99%

Phenomenological analysis of patient experiences of medical student teaching encounters

et al. 2012

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Provided they receive the clinical care for which they are attending a consultation and are treated respectfully, patients may sometimes willingly become 'objects' from which students learn. They may, however, become more deeply engaged in teaching consultations in which they participate actively in a triadic relationship of mutual benefit with a doctor and student. Teaching consultations call for doctors to be sensitive and adaptable.

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“…Personalized feedback was associated with better performance and greater course satisfaction, but with no greater sense of connectedness to the instructor. Dyrbye, Cumyn, Day, and Heflin (2009) reported that students expressed concerns with communication and clarity in instruction in online learning. Moreover, Glore (2011) found that students prefer online classes that are well organized, easy to use, and contain visual elements and graphics to help them keep their attention.…”

mentioning

confidence: 97%

Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery

Seiver

Troja

2014

Distance Education

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‘They’ve all got to learn’. Medical students’ learning from patients in ambulatory (outpatient and general practice) consultations

Cited by 40 publications

References 46 publications

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

Phenomenological analysis of patient experiences of medical student teaching encounters

Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery

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