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.
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 language | English |
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Number of pages | 1 |
DOIs | |
Publication status | Published - 28 Oct 2023 |
Event | AMEE 2023 - SEC Conference Centre, Glasgow, United Kingdom Duration: 26 Aug 2023 → 30 Aug 2023 |
Conference
Conference | AMEE 2023 |
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Country/Territory | United Kingdom |
City | Glasgow |
Period | 26/08/23 → 30/08/23 |
Keywords
- Health professionals
- Clinical settings
- Complex health environments
- Clinical learning