The development of clinical thinking in trainee physicians: the educator perspective
Autor: | Colin Coles, Alice Mason, Rosie-Marie Lusznat, Rachel Locke, Mike G. Masding |
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Jazyk: | angličtina |
Rok vydání: | 2020 |
Předmět: |
Medical education
Medical educator 020205 medical informatics media_common.quotation_subject lcsh:Medicine Professional practice Context (language use) Supervision 02 engineering and technology Clinical thinking Clinical Reasoning Education 03 medical and health sciences 0302 clinical medicine Perception 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine Trainee physician Qualitative Research media_common lcsh:LC8-6691 Health professionals lcsh:Special aspects of education Perspective (graphical) lcsh:R Internship and Residency General Medicine Clinical Practice In depth interviews Key informants Education Medical Graduate Educational Personnel Clinical Competence Psychology Research Article |
Zdroj: | BMC Medical Education BMC Medical Education, Vol 20, Iss 1, Pp 1-7 (2020) |
ISSN: | 1472-6920 |
Popis: | BackgroundAn important element of effective clinical practice is the way physicians think when they encounter a clinical situation, with a significant number of trainee physicians challenged by translating their learning into professional practice in the clinical setting. This research explores the perceptions of educators about how trainee physicians develop their clinical thinking in clinical settings. It considers what educators and their colleagues did to help, as well as the nature of the context in which they worked.MethodA qualitative approach was used in this study with in depth interviews carried out with educators as key informants. Rich data derived from 15 interview transcripts were analysed thematically in a rigorous and iterative process.ResultsThree broad and overlapping themes were identified: working in an educationally minded culture; proximity of the educator to the trainee physician; and trajectory of the trainee physician. The departments in which these educators worked emphasised the importance for the education of trainee physicians. All members of the team were responsible for education of the team, and all members, particularly senior nurses, were able to give feedback upon the trainee physicians’ progress. Educators described working side by side with their trainee physician and frequently being in close proximity to them which means that the educator was both easily accessible and spent more time with their trainee physicians. They described a trajectory of the trainee physicians through the placement with close monitoring and informal assessment throughout.ConclusionRecommendations are made as to how trainee physicians can be supported to develop their clinical thinking. Educators and managers can analyse their own and their department’s practice and select the recommendations relevant to their local circumstances in order to make change. This study adds the educator perspective to a body of literature about the importance of context and supportive learning environments. As such the discussion is applicable to the education of other health professionals. |
Databáze: | OpenAIRE |
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