Published in Global Surgical Education – Journal of the Association for Surgical Education: https://link.springer.com/article/10.1007/s44186-022-00006-3
Abstract
Phenomenon: This project explored how faculty, residents, and students at an academic medical center have experienced meaningful learning moments, what contributed to such moments within the clinical learning environment, and how these moments map on to a previously developed conceptual model of the learning environment. Approach: During AY 2018-19, the authors interviewed faculty (n=8), and residents (n=5) from the Surgery and OBGYN departments at the University of Utah School of Medicine. The authors also conducted interviews (n=4) and focus groups (n=2) with 20 third- and fourth-year students. Authors used an appreciative inquiry approach to conduct interviews and focus groups, which were audio-recorded and transcribed verbatim. Transcriptions were coded using manifest content analysis. Findings: Authors found that three factors determined whether learning encounters were successful or challenging: learner-centeredness, shared understanding, and learner attributes. Situations that were characterized by learner-centeredness and shared understanding led to successful learning, while encounters characterized by a lack of learner-centeredness and shared understanding led to challenges in the clinical learning environment. Likewise, some learner attributes facilitated successful learning moments while other attributes created challenges. These three factors map well onto three of the four elements of the previously developed conceptual model. Insights: The clinical learning environment is characterized by both successful and challenging moments. Paying attention to the factors which promote successful learning may be key to fostering a positive learning environment.
Return to Table of Contents: 2021 Journal of the Academy of Health Sciences: A Pre-Print Repository
Two sides of the same coin: Elements that can make or break clinical learning encounters by Candace Chow, PhD, Chanta'l Babcock, MAS, Todd Christensen, Luke Buchman, MD, Tiffany Weber, MD, Sara Lamb, MD & Brigette Smith, MD