What students really learn: contrasting medical and nursing students’ experiences of the clinical learning environment

Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Laksov, Klara Bolander

doi:10.1007/s10459-014-9564-y

Cited by 54 publications

(43 citation statements)

References 26 publications

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“…A welcome introduction to the department, a sense of belonging and teamwork, and student‐centred supervision have been identified as prerequisites for effective learning and patient care . Our data add to this by highlighting a number of points that may be valuable for practitioners to consider when looking to better understand and perhaps direct improvements in their own CLE.…”

Section: Discussionmentioning

confidence: 60%

Medical students’ views of clinical environments

et al. 2017

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Section: Discussionmentioning

confidence: 60%

Medical students’ views of clinical environments

et al. 2017

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“…Study I [10] demonstrated how medical students accepted the placement as it was and they reported on not taking any actions if, for example, a placement did not work according to their expectations. Medical students experienced that they needed to promote themselves for supervisors to engage with them and they emphasized how they learned by observing supervisors’ practice.…”

Section: Resultsmentioning

confidence: 99%

On learning in the clinical environment

Liljedahl

2018

Perspect Med Educ

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IntroductionThe clinical environment has been increasingly acknowledged as an important setting for learning within healthcare professional education. In particular, researchers have highlighted the need to advance the knowledge on the social nature of learning in the workplace setting. The aim of the thesis was to explore workplace learning among undergraduate medical and nursing students.MethodThe thesis adopted a socio-cultural perspective on learning and employed a qualitative approach embedded in an interpretative tradition of inquiry. Four consecutive studies were included in the thesis, the first one designed according to qualitative description whereas the other three had an ethnographic approach. Data were collected through individual interviews and field observations. Content analysis and thematic analysis were employed.ResultsFor the medical students, workplace learning entailed access to a variety of activities in the role of a marginal member of the healthcare team. Medical students demonstrated an adaptive approach to workplace learning. For the nursing students, workplace learning involved being entrusted to hold responsibility for patient care and the need to negotiate their basic values with those of the workplaces. Nursing students showed a hesitant approach to workplace learning.DiscussionWorkplace learning was built upon varying theoretical perspectives of learning in the medical and nursing contexts respectively. The main message in the thesis argued for an upgrading of students as a powerful and active stakeholder in workplace learning, so as not to view students as passive consumers of clinical education.

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“…There might also be cultural differences between the 2 professions regarding teaching and learning, a point highlighted between medical and nursing students. 36 However, contrasting teachers' experiences of these 2 environments can be a first endeavor toward highlighting such cultural discrepancies.…”

Section: Discussionmentioning

confidence: 99%

A qualitative exploration of chiropractic and physiotherapy teachers' experiences and conceptualizations of the educational environment

Palmgren¹,

Liljedahl²,

Lindquist³

et al. 2017

Journal of Chiropractic Education

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Objective: There has been increasing scholarly interest in the role of environments in health care professional education, and the value of these has been widely acknowledged as an influential factor in educational quality. However, little is known about how teachers experience the environment, and there is a recognizable absence of a perspective from chiropractic and physiotherapy faculties. The aim of this study was to explore and contrast chiropractic and physiotherapy teachers' experiences and conceptualizations of the meaning of the educational environment. Methods: In this qualitative study, we performed semistructured interviews with 14 teachers, purposefully selected to obtain richness, variation, and breadth in the data. The data were analyzed using inductive qualitative content analysis. Results: The most noteworthy findings were, first, that chiropractic teachers experienced the meaning of the environment as motivating a vocational practice and modeling ideal, supporting and managing stressed students, and including students in the community of chiropractors. Physiotherapy teachers experienced the meaning of the environment as putting the pedagogical vision into practice, balancing students' expectations, and providing the prerequisites to grow within the profession. Second, both groups of teachers held common conceptualizations of the constituents of the environment as physical, organizational, relational, communicational, and pedagogical; however, they attached different connotations to these dimensions. Conclusion: The findings conveyed a variance in the experience of the meaning of the educational environment that can be attributed to contextual and cultural differences.

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What students really learn: contrasting medical and nursing students’ experiences of the clinical learning environment

Cited by 54 publications

References 26 publications

Medical students’ views of clinical environments

Medical students’ views of clinical environments

On learning in the clinical environment

A qualitative exploration of chiropractic and physiotherapy teachers' experiences and conceptualizations of the educational environment

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