When I say … informal conversations

Abstract

The latest instalment of the 'When I Say…' series highlights the importance of informal conversations for health professional education and invites us to reconsider how we initiate and create spaces for students and practitioners to learn.

The impact of shared social spaces on the wellness and learning of junior doctors: A scoping review

“…It was thought that junior doctors could learn from the ‘hidden curriculum’ in shared social spaces, which was reported as useful in one example 6 but has potential disadvantages. There is a risk that informal conversations ‘may reinforce existing professional silos’ 50 …”

“…6,34,50 Significantly, three of the included papers drew on Goffman's theory of social theatre when conceptualising activity in shared social spaces. 13,22,50 Shared social spaces were viewed as the 'backstage' areas of the clinical workplace. They are adjacent to but away from the audience (patients, relatives, supervisors) and allow actors (clinicians) to break character for brief periods of relaxation before returning to the 'front stage' to deliver clinical care.…”

“…13 Trust and teamwork 1.f Unlike other interactions with predetermined content, informal conversations allow learners to receive social and emotional support and engage in critical reflection and collective sense-making. 50 Access to help and support 1.g [The doctors' mess] provides a space where we can support each other and share our breadth of experience as we discuss clinical conundrums. 49 Access to help and support…”

Bidirectional learning opportunities: How GP‐supervisors and trainees exchange knowledge

“…Medical education relies a great deal on workplace‐based learning, in which trainees learn through, for instance ‘supported participation’ and dialogue 1 . Dialogue between trainee and supervisor can be seen as one of the most important aspects of workplace‐based learning, being deliberative yet informal 2‐5 . One specific workplace dialogue that could be a good learning opportunity for both supervisor and trainee is the ‘learning conversation’, a standard practice in general practitioner (GP) specialty training.…”

“… 1 Dialogue between trainee and supervisor can be seen as one of the most important aspects of workplace‐based learning, being deliberative yet informal. 2 , 3 , 4 , 5 One specific workplace dialogue that could be a good learning opportunity for both supervisor and trainee is the ‘learning conversation’, a standard practice in general practitioner (GP) specialty training. Learning conversations are regularly scheduled meetings in which clinical supervisor and trainee discuss clinical questions, medical topics or personal development.…”