Medical student experiences of the first full clinical year, a focus on learning in the context of transitions “Absorbing and being Absorbed”

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Abstract

Health professions education is often referred to as a journey where students are prepared for seamless progression from one year to the next. The reality for students is they navigate complex and ambiguous contexts, particularly when learning transitions into the health system.
Aimed at understanding how students optimise clinical learning in complex health environments, this PhD study examined learning experiences form a student and supervisor perspective in the third year of a four year medical course, where students begin to get fully immersed in clinical settings.
Health professions education is often referred to as a journey where students are prepared for seamless progression from one year to the next. The reality for students is they navigate complex and ambiguous contexts, particularly when learning transitions into the health system.
Aimed at understanding how students optimise clinical learning in complex health environments, this PhD study examined learning experiences form a student and supervisor perspective in the third year of a four year medical course, where students begin to get fully immersed in clinical settings.

Optimising clinical learning involved the use of several different types of knowledge and skills that could only be learned through immersion in real life experiences. Learning what knowledge and skills they needed to apply, relied on students participating, observing, rehearsing, and contributing to the workplace. As expectations and non-codified knowledge was acquired, students reported learning gains. They continued to enact and adjust certain skills as they transitioned through different learning landscapes. Learning gains and affordances proportionately increased as students demonstrated these abilities. Developing and applying these abilities underpinned a ‘learning investment criteria’ where optimal learning and teaching takes place in the clinical environment.

Original languageEnglish
Number of pages1
DOIs
Publication statusPublished - 28 Oct 2023
EventAMEE 2023 - SEC Conference Centre, Glasgow, United Kingdom
Duration: 26 Aug 202330 Aug 2023

Conference

ConferenceAMEE 2023
Country/TerritoryUnited Kingdom
CityGlasgow
Period26/08/2330/08/23

Keywords

  • Health professionals
  • Clinical settings
  • Complex health environments
  • Clinical learning

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