Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace

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• 作者：Pia Strand ; Gudrun Edgren ; Petter Borna…
• 关键词：Clinical supervision ; Clinical workplace ; Co ; participation ; Sociocultural learning theory ; Systems thinking ; Workplace learning ; Undergraduate medical students
• 刊名：Advances in Health Sciences Education
• 出版年：2015
• 出版时间：May 2015
• 年：2015
• 卷：20
• 期：2
• 页码：531-557
• 全文大小：1,702 KB
• 参考文献：Argyris, C., & Sch?n, D. A. (1995). Organizational learning II: Theory, method and practice. Reading, MA: Addison-Wesley.
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• 作者单位：Pia Strand (1)
  Gudrun Edgren (1)
  Petter Borna (2)
  Stefan Lindgren (5)
  Gitte Wichmann-Hansen (3)
  Renée E. Stalmeijer (4)
  
  1. Faculty of Medicine, Lund University, P.O. Box 157, 221 00, Lund, Sweden
  2. Department of pediatrics, Sk?ne University Hospital, 205 02, Malm?, Sweden
  5. Department of Clinical Sciences, Faculty of Medicine, Lund University, Inga Marie Nilssons gata 32 plan 2, 205 02, Malm?, Sweden
  3. Centre for Teaching and Learning, School of Business and Social Sciences, Aarhus University, Fuglesangs Allé 4, Building 2621-B127, 8210, ?rhus, Denmark
  4. Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Medical Education
  
• 出版者：Springer Netherlands
• ISSN：1573-1677

文摘

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the “co-participation-conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.