Using action learning sets to support students managing transition into the clinical learning environment in a UK medical school

McKee, Anne; Markless, Sharon

doi:10.1080/14767333.2017.1360933

Cited by 12 publications

(18 citation statements)

References 14 publications

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“…Conceptualising the transition to clinical training from a developmental perspective has led to the creation of strategies aimed at empowerment. By contrast with researchers’ focus on problems from educational and social perspectives, when taking a developmental perspective, researchers mentioned the desire ‘to empower third‐year undergraduate medical students to recognize learning opportunities in their clinical placements and to proactively use them to develop their understanding and practice’ . Empowering students promotes personal and professional development by optimising learning strategies and encouraging reflection …”

Section: Resultsmentioning

confidence: 97%

“…Again, researchers described the transition to clinical training in negative terms and highlighted a need to eliminate a variety of struggles, including students: trying to fit in with insiders, feeling intimidated by others, being unsure of their role, and learning the cultural norms of the clinical environment . Studies suggest that students were ‘unfamiliar with learning within the workplace and uncertain about how to navigate and engage within teams and culture they have not come to understand’ . As a result, students often placed a significant focus on fitting in with the clinical team as opposed to learning …”

Section: Resultsmentioning

confidence: 99%

“…Researchers thought it was important to make explicit ‘the hidden knowledge that students need to become effective team members’ and to create strategies that would ‘describe the roles and expectations … routines and logistics’ relevant to the clinical environment . It therefore was important to facilitate meaningful interactions and relationship building with others . Examples of these social strategies included initiating peer groups, near‐peer teaching sessions, facilitating students sharing experiences, and creating peer learning communities .…”

Section: Resultsmentioning

confidence: 99%

“…Unique to this perspective, researchers reported the transition to clinical training as challenging . This terminology differs to that of the other two perspectives and could be considered a positive cognitive appraisal by researchers highlighting the potential for students’ growth .…”

Section: Resultsmentioning

confidence: 99%

“…Included studies were from the USA (n = 21), Europe (n = 11), UK (n = 8), Canada (n = 3) and Australia (n = 2). There were 12 qualitative studies, 10,11,14,[19][20][21][22][23][24][25][26][27] 11 cross-sectional surveys, [6][7][8]13,[28][29][30][31][32][33][34] eight descriptive case studies 5,[35][36][37][38][39][40][41] (two of which were related, using the same participants and intervention), 36,37 seven longitudinal studies, [42][43][44][45][46][47][48] three descriptive comparative studies, 12,49,50 three review papers 1,3,9 and one concept paper. 51…”

Section: Descriptive Summarymentioning

confidence: 99%

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Beyond the struggles: a scoping review on the transition to undergraduate clinical training

et al. 2019

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Context The transition to clinical training within medical school is often seen as a struggle and students remain in distress despite numerous efforts to minimise threats. Efforts to change this may be misdirected if they are based on narrow conceptualisations of transitions. The authors conducted a scoping review to explore existing conceptual perspectives regarding the transition within medical school from pre‐clinical training to clinical training to suggest a research agenda and practical implications. Methods Between October 2017 and February 2018 the authors searched PubMed, MEDLINE , ERIC , PsycINFO, Web of Science and CINAHL for English language literature with no date limits and retrieved 1582 articles; 46 were included in this review. Two reviewers independently screened articles and extracted data. Data were then charted, analysed and discussed with the research team. Results The transition to clinical training was often described negatively as ‘difficult’, ‘a problem’ and ‘a struggle’. Our analysis found that researchers in medical education conducted studies on the transition to clinical training from three conceptual perspectives: educational; social, and developmental. Most research approached the transition to clinical training as a problem to be addressed from an educational perspective through transition to clerkship courses and curriculum innovations. Some research was conducted from a social perspective, focusing on building relationships. Regarding development, authors found a few articles highlighting opportunities for personal and professional development by nurturing transferrable learning strategies and reflection. Conclusions This review provides an empirical base on which future research can be built to better understand and support medical students’ ability to navigate change. Finding new perspectives to approach the transition to clinical training could allow researchers to look beyond preparing students for struggles.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Descriptive Summarymentioning

confidence: 99%

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Beyond the struggles: a scoping review on the transition to undergraduate clinical training

et al. 2019

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Online Learning for Surgical Skill in Clinical-year Medical Students: a Rapid Review

Sheik-Ali

2024

Med.Sci.Educ.

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Background Surgical skills are essential competencies in medical education. All doctors registered with the General Medical Council (GMC) are required to perform surgical tasks safely and effectively. There are no reviews specifically investigating the use of online learning in teaching surgical skills for medical students in their clinical years. The aim of this rapid review was to investigate the effectiveness and perceptions of online teaching of surgical skills for medical students in their clinical years. Methods A rapid review was performed of the MEDLINE and EMBASE database in line with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The quality of the searched articles was evaluated using the Medical Education Research Study Quality Instrument. Both observational studies and randomised controlled trials were included in the review if they met the inclusion criteria of involving medical students in their clinical years, online learning, and surgical-related skills or content. Findings Our search strategy yielded 140 studies. Eleven studies were included in the review equating to an analysis of 636 medical students. The results indicate that online teaching of surgical skills allows improved surgical skill acquisition, with medical students having an overall positive perception towards it. Conclusion This rapid review suggests that online teaching of surgical skills can be effective for medical students in their clinical years in surgical skill acquisition and positive medical student perception. Further studies with larger sample sizes are required to support the conclusions of this review.

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Leadership enhancing culturally safe models of care in a Western Australian Aboriginal community context: A qualitative investigation

Munns¹,

Walker²

2023

Collegian

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Using action learning sets to support students managing transition into the clinical learning environment in a UK medical school

Cited by 12 publications

References 14 publications

Beyond the struggles: a scoping review on the transition to undergraduate clinical training

Beyond the struggles: a scoping review on the transition to undergraduate clinical training

Online Learning for Surgical Skill in Clinical-year Medical Students: a Rapid Review

Leadership enhancing culturally safe models of care in a Western Australian Aboriginal community context: A qualitative investigation

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