Designing faculty development: lessons learnt from a qualitative interpretivist study exploring students’ expectations and experiences of clinical teaching

Autor: Blitz, Julia, de Villiers, Marietjie, van Schalkwyk, Susan
Jazyk: angličtina
Rok vydání: 2019
Předmět:
Faculty
Medical
Students
Medical
020205 medical informatics
education
lcsh:Medicine
02 engineering and technology
Experiential learning
Education
Interviews as Topic
03 medical and health sciences
0302 clinical medicine
Faculty development
Agency (sociology)
0202 electrical engineering
electronic engineering
information engineering
ComputingMilieux_COMPUTERSANDEDUCATION
Clinical teachers
Humans
Learning
Interpersonal Relations
Staff Development
030212 general & internal medicine
Qualitative Research
Workplace-based learning
Motivation
Medical education
Engagement
lcsh:LC8-6691
Education
Medical
Sense of agency
lcsh:Special aspects of education
Teaching
lcsh:R
Clinical Clerkship
Problem-Based Learning
General Medicine
Focus Groups
Focus group
Test (assessment)
Student experience
Agency
Psychology
Construct (philosophy)
Education
Medical
Undergraduate
Research Article
Qualitative research
Zdroj: BMC Medical Education, Vol 19, Iss 1, Pp 1-9 (2019)
BMC Medical Education
ISSN: 1472-6920
DOI: 10.1186/s12909-019-1480-7
Popis: Background Clinical teaching plays a crucial role in the transition of medical students into the world of professional practice. Faculty development initiatives contribute to strengthening clinicians’ approach to teaching. In order to inform the design of such initiatives, we thought that it would be useful to discover how senior medical students’ experience of clinical teaching may impact on how learning during clinical training might be strengthened. Methods This qualitative study was conducted using convenience sampling of medical students in the final two months of study before qualifying. Three semi-structured focus group discussions were held with a total of 23 students. Transcripts were analysed from an interpretivist stance, looking for underlying meanings. The resultant themes revealed a tension between the students’ expectations and experience of clinical teaching. We returned to our data looking for how students had responded to these tensions. Results Students saw clinical rotations as having the potential for them to apply their knowledge and test their procedural abilities in the environment where their professional practice and identity will develop. They expected engagement in the clinical workplace. However, their descriptions were of tensions between prior expectations and actual experiences in the environment. They appreciated that learning required them to move out of their “comfort zone”, but seemed to persist in the idea of being recipients of teaching rather than becoming directors of their own learning. Students seem to need help in participating in the clinical setting, understanding how this participation will construct the knowledge and skills required as they join the workplace. Students did not have a strong sense of agency to negotiate participation in the clinical workplace. Conclusions There is the potential for clinicians to assist students in adapting their way of learning from the largely structured classroom based learning of theoretical knowledge, to the more experiential informal workplace-based learning of practice. This suggests that faculty developers could broaden their menu of offerings to clinicians by intentionally incorporating ways not only of offering students affordances in the clinical learning environment, but also of attending to the development of students’ agentic capability to engage with those affordances offered. Electronic supplementary material The online version of this article (10.1186/s12909-019-1480-7) contains supplementary material, which is available to authorized users.
Databáze: OpenAIRE
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